Poster Session #2: UC South Ballroom
Presentation Type
Poster
Faculty Mentor’s Full Name
Jingjing Sun
Faculty Mentor’s Department
Curriculum and Instruction
Abstract / Artist's Statement
Children enter elementary school with a diverse range of mathematical understanding, and students’ preliminary mathematical experiences can have a lasting effect on their self efficacy and attitudes towards school. Number recognition is an essential skill of early numeracy that allows for students to develop a strong mathematical foundation to build upon, and instructing these skills early is vital for children to view education with a positive outlook. Unfortunately, many students struggle with this facet of early numeracy.
This study focuses on how one ‘intensive’ kindergarten student’s number recognition skills were affected by individualized interventions. It explores where the student struggled with number identification, whether the student could show object-number correspondence, and if the student exhibited a growth in understanding of numerals.
To determine the student’s number recognition skills before interventions, the student was given an AIMSweb pretest. Following this test, the student had three 20 to 25 minute individual interventions over a two week period, focusing on number recognition and object-number correspondence. The student then completed another AIMSweb progress monitoring test. Again, the student participated in three 20 to 25 minute individual interventions over a two week period, then was administered a final AIMSweb progress test.
Over the month, the student showed a 10.71% improvement in number recognition accuracy. After identifying the area of struggle for the student, numbers five through ten, the interventions were targeted specifically towards those numerals. Once the interventions were targeted, accuracy grew from 3.57% to 6.94% in two weeks. The student displayed a strong awareness of object-number correspondence, and also showed an increase in participation during whole group math instruction in the classroom. These results highlight how targeted individualized interventions can help develop number recognition skills for struggling students.
Category
Social Sciences
Strengthening Early Mathematical Foundations: Number Recognition
Children enter elementary school with a diverse range of mathematical understanding, and students’ preliminary mathematical experiences can have a lasting effect on their self efficacy and attitudes towards school. Number recognition is an essential skill of early numeracy that allows for students to develop a strong mathematical foundation to build upon, and instructing these skills early is vital for children to view education with a positive outlook. Unfortunately, many students struggle with this facet of early numeracy.
This study focuses on how one ‘intensive’ kindergarten student’s number recognition skills were affected by individualized interventions. It explores where the student struggled with number identification, whether the student could show object-number correspondence, and if the student exhibited a growth in understanding of numerals.
To determine the student’s number recognition skills before interventions, the student was given an AIMSweb pretest. Following this test, the student had three 20 to 25 minute individual interventions over a two week period, focusing on number recognition and object-number correspondence. The student then completed another AIMSweb progress monitoring test. Again, the student participated in three 20 to 25 minute individual interventions over a two week period, then was administered a final AIMSweb progress test.
Over the month, the student showed a 10.71% improvement in number recognition accuracy. After identifying the area of struggle for the student, numbers five through ten, the interventions were targeted specifically towards those numerals. Once the interventions were targeted, accuracy grew from 3.57% to 6.94% in two weeks. The student displayed a strong awareness of object-number correspondence, and also showed an increase in participation during whole group math instruction in the classroom. These results highlight how targeted individualized interventions can help develop number recognition skills for struggling students.