
06503040
a
2015f.00337
Sarama, Julie
Clements, Douglas H.
Scaling up early mathematics interventions: transitioning with trajectories and technologies.
Perry, Bob (ed.) et al., Mathematics and transition to school. International perspectives. Singapore: Springer (ISBN 9789812872142/hbk; 9789812872159/ebook). Early Mathematics Learning and Development, 153169 (2015).
2015
Singapore: Springer
EN
D31
early education
transition to school
mathematical competence
intervention
doi:10.1007/9789812872159_10
Summary: Transitions in the early years have substantial effects on children's success in school. Moreover, lack of consideration of continuity and alignment may mislead both researchers and politicians to assume preschool effects `fade', when it may be that poor transitions to primary school are to blame. We hypothesise that most present educational contexts are unintentionally and perversely aligned against early interventions. For example, primary curricula assume little mathematical competence, so only lowlevel skills are taught. Most teachers are required to follow such curricula rigidly and remain unaware that some of their students have already mastered the material they are about to `teach'. Teachers may be held accountable for getting the largest number of students to pass minimal competency assessments, engendering the belief that higher performing students are `doing fine'. In this way, we believe the present U.S. educational system unintentionally but insidiously reopens the gap between students from low and higherresource communities. We conducted a large cluster randomised trial of an intervention that evaluated the persistence of effects of a researchbased model for scaling up educational interventions, with one control and two intervention conditions. Only the intervention condition that included a followthrough treatment to support the transition to the primary grades maintained substantial gains of the preK mathematics curriculum.