All three groups (cooperative learning, individual learning, and control) improved significantly in early numeracy from pre-test to post-test over 12 weeks¶

Claim · All claims
Evidence · 1 study (3 entries) · causal r1 · q2 · i3 large
Currency · newest study 2017 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i3 The cooperative learning training group improved significantly in BIN 4-6 z-score from pre- to post-test, with printed effect size |r| = .88. → Meloni et al. 2017 q2 i3 The individual learning training group improved significantly in BIN 4-6 z-score from pre- to post-test, with printed effect size |r| = .88. → Meloni et al. 2017 (2) q2 i3 The control group doing drawing activities also improved significantly in BIN 4-6 z-score from pre- to post-test, with printed effect size |r| = .83. → Meloni et al. 2017 (3)

Evidence¶

Meloni et al. 2017¶

Carla Meloni, Rachele Fanari, Andrea Bertucci and Sara Berretti. (2017). IMPACT OF EARLY NUMERACY TRAINING ON KINDERGARTENERS FROM MIDDLE-INCOME FAMILIES. 14th International Conference on Cognition and Exploratory Learning in Digital Age (CELDA 2017). https://isbnsearch.org/isbn/978-989-8533-68-5

q2 · i3 · causal · r1

Wilcoxon paired test on the cooperative learning group (n=15) of the 43-child three-condition study, comparing BIN 4-6 z-scores before and after 12 weekly training meetings. The article reports a significant difference with printed effect size |r| = .88 ("V = 0, p = .002, |r| = .88").

"A Wilcoxon test for paired sample was used to compare the CL group performance in early numeracy competence (dependent variable: BIN 4-6 z-score) in the pre- and post-training evaluation. The test results showed a significant difference (V = 0, p = .002, |r| = .88)."

Meloni et al. 2017 (2)¶

Carla Meloni, Rachele Fanari, Andrea Bertucci and Sara Berretti. (2017). IMPACT OF EARLY NUMERACY TRAINING ON KINDERGARTENERS FROM MIDDLE-INCOME FAMILIES. 14th International Conference on Cognition and Exploratory Learning in Digital Age (CELDA 2017). https://isbnsearch.org/isbn/978-989-8533-68-5

q2 · i3 · causal · r1

Wilcoxon paired test on the individual learning group (n=14) of the same study, comparing BIN 4-6 z-scores pre and post training. The article reports a significant difference with printed effect size |r| = .88 ("V = 0, p = .003, |r| = .88").

"A second Wilcoxon test for paired sample was used to compare pre- and post-training early numeracy competence (BIN 4-6 z-score) in the IL group; the results showed a significant difference (V = 0, p = .003, |r| = .88)."

Meloni et al. 2017 (3)¶

Carla Meloni, Rachele Fanari, Andrea Bertucci and Sara Berretti. (2017). IMPACT OF EARLY NUMERACY TRAINING ON KINDERGARTENERS FROM MIDDLE-INCOME FAMILIES. 14th International Conference on Cognition and Exploratory Learning in Digital Age (CELDA 2017). https://isbnsearch.org/isbn/978-989-8533-68-5

q2 · i3 · causal · r1

Wilcoxon paired test on the control group (n=14), who did drawing and block-play activities instead of math training, comparing BIN 4-6 z-scores pre and post. The article reports a significant difference with printed effect size |r| = .83 ("V = 0, p = .006, |r| = .83").

"The third Wilcoxon test for paired sample was used to compare pre-and post-training early numeracy competence performance (BIN 4-6 z-score) of the control group. The results showed a significant difference between pre-test and post-test also in the control group (V = 0, p = .006, |r| = .83)."

Discussion¶

Learner Variables¶

• Number Sense — outcome: instruction changes it

Related Claims¶

• Both low-ability training and low-ability control children improved significantly in early numeracy from pre-test to post-test — a narrower finding that bears on this claim
• Among low-early-math-ability kindergarteners, supplemental training produced significantly higher improvement than an equally low-ability control group — a narrower finding that bears on this claim
• No significant gender difference was found in early numeracy improvement in either experimental group — related
• Children improved their numerical and letter-sound knowledge between pre-test and post-test regardless of condition — related