ERIC Number: EJ1449973
Record Type: Journal
Publication Date: 2024
Pages: 11
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-0031-3831
EISSN: EISSN-1470-1170
Available Date: N/A
A Scaled-Up Mathematics Intervention in Preschool Classes
Scandinavian Journal of Educational Research, v68 n7 p1371-1381 2024
We report on a scaled-up mathematics intervention in preschool classes (children age six) in Sweden. In the intervention, teachers at seven schools in four municipalities implemented the Thinking, Reasoning and Counting in Preschool Class (TRC) teacher guide in their teaching of 254 students. Results are compared to a previous randomized experimental small-scale intervention based on TRC showing a significant positive effect on students' learning. Pre- and post-test scores for the present scaled-up intervention indicate even higher learning gains compared to the original small-scale intervention. Low-performing students were given extra tutoring time in the scaled-up intervention, but the learning gains for this group cannot be shown to be significantly higher compared to the treatment group in the small-scale study.
Descriptors: Intervention, Mathematics Instruction, Preschool Children, Preschool Education, Foreign Countries, Preschool Teachers, Learning Processes, Instructional Effectiveness, Thinking Skills, Comparative Analysis, Achievement Gains, Mathematics Achievement
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Publication Type: Journal Articles; Reports - Research
Education Level: Early Childhood Education; Preschool Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Sweden
Grant or Contract Numbers: N/A
Author Affiliations: N/A