Recruiting spatial-numerical representations to enhance the use of advanced math strategies in low-income students
Recruiting Spatial-numerical Representations to Enhance the Use of Advanced Math Strategies in Low-Income Students
Project Summary
The project explores the effects of spatial representations of number magnitude on children's learning of advanced arithmetic strategies, a key predictor of math achievement. A series of studies will utilize a pretest/posttest experimental design, with students randomly assigned to training conditions that differ based on the kinds of materials used for teaching and practicing arithmetic. The project is expected to contribute to a theoretical understanding of the relation between the domains of number and space, as well as provide a scientific basis for determining whether and how to integrate spatial information into future math interventions.
Measurement & Metrics
Three sets of outcomes will be examined: (1) Arithmetic knowledge: fluency and problem solving strategy; (2) Numerical magnitude knowledge; and (3) Standardized measure of mathematic achievement.
Partnerships
Research conducted in partnership with the Worcester and Somerville Public Schools.
Facts & Figures
554
Approximately 554 first graders were recruited from urban public schools serving low-income children.