Use progress monitoring to tailor math instruction to each child's position on a developmental progression¶

Strategy · All strategies
Evidence · no claims cited

Description¶

The guide's third recommendation is a concrete assessment routine: "Use introductory activities, observations, and assessments to determine each child's existing math knowledge, or the level of understanding or skill he or she has reached on a developmental progression." Teachers then tailor instruction to each child's needs, relate new ideas to existing knowledge, and assess, record, and monitor each child's progress throughout the year so instructional goals and methods can be adjusted as needed.

Design Implications¶

Context¶

Requirements¶

• Understanding developmental progressions is necessary to employ progress monitoring
• Teachers must assess, record, and monitor each child's progress so goals and methods can be adjusted

Constraints¶

• The panel could not find research that isolated the impact of progress monitoring on children's math knowledge; the rating is minimal evidence

Target Learners¶

• children ages 3 to 6 in preschool, prekindergarten, and kindergarten

Target Learning Goals¶

• individualized progression through early math skills

Affordances¶

• Developmental Progressions Early Math

Related Strategies¶

• Use syntactic complexity as a sensitive developmental marker to monitor children's writing progress in the upper elementary grades
• Use cognitive-sensing feedback on attention and learning progress to tailor instruction to individual learners
• Dedicate time each day to math and integrate math instruction throughout the school day

Examples¶

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Key Sources¶

• 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