2015/05/01 by Nancy Dyson, Nancy C. Jordan, Amber Beliakoff +2
Mathematics · Psychology · Social Sciences · #Cognitive and developmental aspects of mathematical skills #Mathematics Education and Teaching Techniques #Reading and Literacy Development
paper · doi:10.5951/jresematheduc.46.3.0331
crossref issued 2015/05/01 · crossref published 2015/05/01 · crossref published-print 2015/05/01 · openalex publication_date 2015/05/01 · crossref created 2015/05/08 · crossref deposited 2022/05/07 · openalex created_date 2025/10/10 · crossref indexed 2026/07/29 · openalex updated_date 2026/07/30
= 126) were randomly assigned to 1 of 3 conditions: a number-sense intervention followed by a number-fact practice session, an identical number-sense intervention followed by a number-list practice session, or a business-as-usual control group. The interventions were delivered in a small-group setting over 24 half-hour lessons. Both intervention groups performed better than controls on measures of number sense, arithmetic fluency, and general mathematics calculation achievement at immediate posttest. However, the number-fact practice condition gave children an additional advantage over the number-list practice condition on the outcomes at delayed posttest 8 weeks later. The number-fact practice condition was especially effective for producing gains in English learners.