No reviewed study directly compared developmental-progression-guided math instruction with instruction not guided by a progression¶
Claim · All claims
Evidence · 1 study · reviewr2·q3
Currency · newest study 2013 · checked against its sources 2026-10-09 (automated, 1 of 1 entry) · not reviewed by a person
Subclaims¶
Reading the evidence codes
q is the design tier, i the impact, n the sample, and the kind with its r
the rigour judged within that kind: what each code means.
This claim: no standardized effect is recorded in observations/ for it yet, so no benchmark reading is possible.
q3 i? None of the 23 studies contributing to the Recommendation 1 evidence base evaluated progression-based instruction against instruction not guided by a developmental progression, so the panel could not identify evidence for any particular progression. → Frye 2013
Evidence¶
Frye 2013¶
Frye, D., Baroody, A. J., Burchinal, M., Carver, S. M., Jordan, N. C., & McDowell, J. (2013). Teaching math to young children: A practice guide (NCEE 2014-4005). Washington, DC: National Center for Education Evaluation and Regional Assistance (NCEE), Institute of Education Sciences, U.S. Department of Education. https://ies.ed.gov/ncee/wwc/PracticeGuide/18
q3 · i? · review · r2
The panel's systematic review found that of the 23 studies in the Recommendation 1 evidence base, none tested progression-guided versus non-progression instruction; the recommendation rests on "their expertise" plus the pattern of positive effects.
"None of the 23 studies that contributed to the body of evidence for Recommendation 1 evaluated the effectiveness of instruction based on a developmental progression compared to instruction that was not guided by a developmental progression."
Discussion¶
Related Claims¶
- All five of the guide's data-use recommendations are supported by low levels of evidence — related
- Implementing the guide's five recommendations together improves students' math achievement, while no component's isolated effectiveness was established — related
- Targeted instruction in number and operations improves young children's early math achievement, with a moderate level of supporting evidence — related
- A WWC expert panel distilled recent research into seven recommendations for preschool educators on preparing young children for school — related
Page metadata
| Field | Value |
|---|---|
type |
claim |
id |
no-direct-evidence-developmental-progression-versus-unguided |
title |
No reviewed study directly compared developmental-progression-guided math instruction with instruction not guided by a progression |
description |
No reviewed study directly compared developmental-progression-guided math instruction with instruction not guided by a progression |
status |
review |
evidence_strength |
weak |
newest_evidence |
2013 |
source_checked |
2026-10-09 |
generated |
by process:wiki-ingest on 2026-10-09 |
trust |
unverified — no one has confirmed this page's content |
sources |
1 — frye-2013 |
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