Page 29 - UD Research Magazine Vol5-No1

Using random assignment, 132 stu- dents were divided into three groups—a number sense intervention, a contrasting language intervention, and a business- as-usual control group. The results showed that the number sense interven- tion group performed better on number competencies and general math achieve- ment than the comparison groups.
And eight weeks later, when the chil- dren were tested again, many of the effects remained, suggesting they had internalized what they learned.
Early math intervention
a key to long-term success
Jordan and Glutting also have devel- oped a number sense screener to help teachers determine who needs help and to monitor progress. Her research team plans to scale up this intervention to serve more kindergartners and to develop follow-up programs for subsequent grades.
“Our study shows that early number sense is malleable and can be successfully taught to most children,” says Jordan. “Our work has already had an impact.
For example, it influenced the widely used Common Core State Standards in mathematics for kindergarten.”
Jordan also has noticed a positive trend. “In the past, math intervention wasn’t typically provided until third grade or later. Fortunately, Delaware public schools are now addressing their students’ needs at a much earlier age.”
In addition to her work with number sense, Jordan is director for the Center for Improving Learning of Fractions, funded by the Institute for Education Sciences (IES). The center incorporates longitudi- nal research methods to identify how to improve math instruction for elementary and middle schoolchildren who have problems with fractions.
As a result of her work, Jordan was selected to serve on a panel of experts to create Teaching Math to Young Children, an educator’s practice guide published in late 2013 by the What Works Clearing- house of the IES. This report offers edu- cators evidence-based recommendations that address the challenge of teaching early math to children ages three to six.
“Delaware public schools are now addressing their student”s’ needs at a much earlier age.
— Nancy Jordan
Nancy Jordan, professor of education, is director
of the Center for Improving Learning of Fractions. Her work focuses on providing research-based recom- mendations to improve the instruction and student learning of mathematics.
EVAN KRAPE www.udel.edu/researchmagazine |27