Early enhancement of kindergarten children potentially at risk in learning school mathematics: Design and findings of an intervention study
Contribution to collected edition/anthology › Research › Peer reviewed
Publication data
| By | Andrea Peter-Koop, Meike Grüßing |
| Original language | English |
| Published in | Ulrich Kortenkamp, Birgit Brandt, Christiane Benz, Götz Krummheuer, Silke Ladel, Rose Vogel (Eds.), Early Mathematics Learning: Selected Papers of the POEM 2012 Conference |
| Pages | 307-321 |
| Editor (Publisher) | Springer |
| ISBN | 978-1-4614-4677-4, 978-1-4614-4678-1 |
| DOI/Link | https://doi.org/10.1007/978-1-4614-4678-1_19 |
| Publication status | Published – 2014 |
Recent psychological studies as well as research findings in mathematics education highlight the significance of early number skills for the child’s achievement in mathematics at the end of primary school. In this context, a 3-year longitudinal study (2005–2008) that provided the background of this chapter, investigates the effects of an intervention in the year prior to school (5-year-old children) for children potentially at risk in learning mathematics on their later achievement in mathematics at the end of year 1 and year 2.
Following an overview of the theoretical background and the design of the study, this chapter focuses on the contents, materials, activities, protagonists and the implementation of the intervention. Finally, the key findings of the study are summarized and discussed. [Editor]
