Early Learning in Mathematics A Formula for Success. Kathy Jungjohann University of Oregon Ben Clarke and Mari Strand Cary Pacific Institutes for Research October 2, 2009.
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Early Learning in MathematicsA Formula for Success
Kathy Jungjohann
University of Oregon
Ben Clarke and Mari Strand Cary
Pacific Institutes for Research
October 2, 2009
The research reported here was supported by the Institute of Education Sciences, U.S. Department of Education, through Grant R305K040081 to Pacific Institutes for Research. The opinions expressed are those of the authors and do not represent views of the Institute or the U.S. Department of Education.
What is the immediate and long-term impact of the ELM curriculum on the mathematics achievement of students in general ed. kindergarten classrooms?
Does the frequency and quality of teacher instructional practices affect student mathematics achievement?
Development of
Mathematical
Concepts Models
Mathematics-related
Vocabulary and
Discourse
Procedural Fluency
1 2 3 4
NCTM Curriculum Focal Points for K (2006)
Students orally count for one minute. No student materials.
9 3
4 1
5 10
9 4
__ 8 9 6 __ 8 3 4 __
Instructional Logs
Online submission, twice a month
Capturing one lesson
instructional time & format
math strands & sub-strands
specific skills & vocabulary
Perceptions of the ELM program and math instruction
Satisfaction with ELM program
Thoughts on PD provided
Note. Adapted from Smolkowski & Gunn(submitted for publication)
A whole-class activity targeting content #2 (i.e., geometry). During the activity, which lasted 5 minutes, four students were not academically engaged.
Questions?
Thank you
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