Accelerating Math Development in Head Start Classrooms

By David H. Arnold, Paige H. Fisher, Greta L Doctoroff, Jennifer Dobbs. 2002

173 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology, Education, Statistics and Probability

View Paper: https://www.semanticscholar.org/paper/689e10ebe6572a770c13648ba4620797c3d0a45c

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In Developmental and Educational Psychology

In Education

In Statistics and Probability

Citations in the corpus

Fostering At-Risk Preschoolers' Number Sense (2009, background): “Of those that have, fewer yet have focused on the effects of long-term intervention or the long-term effects of intervention of any kind (see, eg, Arnold, Fisher, Doctoroff, & Dobbs, 2002 ).”
Number Sense in Kindergarten: A Factor-Analytic Study of the Construct (2010, background): “As a result, these patterns of mathematics proficiency and career opportunities may contribute to the gender gap in salaries and to intergenerational cycles of poverty (Arnold et al., 2002).”
Informal Numeracy Skills (2013, background): “As these skills can be assessed in children as young as 3 years of age, the skills represent distinct constructs, and they can be improved through intervention (Arnold et al., 2002; Clements & Sarama, 2007; Klein et al., 2008; Lai et al., 2008; Ramani & Siegler, 2008; Siegler & Ramani, 2008; Starkey”
Programming experience promotes higher STEM motivation among first-grade girls. (2017, methodology): “Items were adapted from other scales assessing young children’s interest and liking for math and science (Arnold et al., 2002; Mantzicopoulos et al., 2008).”
The relationship of teacher–child play interactions to mathematics learning in preschool (2016, result): “This finding is consistent with results of other studies showing that adult–child number interactions in non-play settings promote math learning (Arnold et al., 2012; Campbell et al., 2001; LeFevre et al., 2009).”
Promoting broad and stable improvements in low-income children's numerical knowledge through playing number board games. (2008, background): “However, these and other intervention programs have included a wide range of numerical activities, not just board games but also simple arithmetic problems, monetary activities, number-related projects, number-related songs, and books and computer games that focus on numbers ( Arnold, Fisher, Doctor”
Mathematical thinking of kindergarten boys and girls: similar achievement, different contributing processes (2010, background): “In a study reporting the results of a math intervention program in Head Start children, it was concluded that the intervention effects were largely accounted for by substantial gains by boys, whereas girls showed a much smaller program response ( Arnold, Fisher, Doctoroff, & Dobbs, 2002 ), possibly ”