Developmental progressions as an organizing framework for early math instruction and assessment¶

Theory · All theories
Evidence · 3 claims (2 for, 1 mixed) · 1 study (1 review), q3 · 0 of 1 report an effect size · 3 claims rest on one study

Description¶

Developmental progressions are "sequences of skills and concepts that children acquire as they build math knowledge." The guide uses them as a road map: Recommendations 1 and 2 outline how each early math content area should be taught in developmental order, and the panel developed a specific progression for number knowledge (subitizing, meaningful object counting, counting-based comparisons, number-after knowledge, mental comparisons, number-after equals one more). Understanding progressions is also described as necessary for progress monitoring, which tracks individual children along the progression's steps.

Design Implications¶

Context¶

Requirements¶

• Educators must ensure children are comfortable with earlier steps in a progression before introducing more complex steps

Constraints¶

• The panel acknowledges different developmental progressions exist; for example, the Building Blocks curriculum uses learning trajectories that are similar but not identical, and no particular progression has been directly validated

Target Learners¶

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

Target Learning Objectives¶

• number and operations
• geometry, patterns, measurement, and data analysis

Claims¶

• No Direct Evidence Developmental Progression Versus Unguided [~M]
• Targeted instruction in number and operations improves young children's early math achievement, with a moderate level of supporting evidence [+M]
• Implementing the guide's five recommendations together improves students' math achievement, while no component's isolated effectiveness was established [+W]

Related Theories¶

• Empirically based learning trajectories as the organizing framework of Building Blocks for Math

Examples¶

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

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