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ERIC Number: EJ1405852
Record Type: Journal
Publication Date: 2024
Pages: 41
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-0034-6543
EISSN: EISSN-1935-1046
A Meta-Analysis and Quality Review of Mathematics Interventions Conducted in Informal Learning Environments with Caregivers and Children
Gena Nelson; Hannah Carter; Peter Boedeker; Emma Knowles; Claire Buckmiller; Jessica Eames
Review of Educational Research, v94 n1 p112-152 2024
The purposes of this study included conducting a meta-analysis and reviewing the study reporting quality of math interventions implemented in informal learning environments (e.g., the home) by children's caregivers. This meta-analysis included 25 preschool to third-grade math interventions with 83 effect sizes that yielded a statistically significant summary effect (g = 0.26, 95% CI [0.07, 0.45) on children's math achievement. Significant moderators of the treatment effect included the intensity of caregiver training and type of outcome measure. There were larger average effects for interventions with caregiver training that included follow-up support and for outcomes that were comprehensive early numeracy measures. Studies met 58.0% of reporting quality indicators, and analyses revealed that quality of reporting has improved in recent years. The results of this study offer several recommendations for researchers and practitioners, particularly given the growing evidence base of math interventions conducted in informal learning environments.
SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: https://bibliotheek.ehb.be:2993
Publication Type: Journal Articles; Reports - Research
Education Level: Early Childhood Education; Elementary Education; Grade 3; Primary Education; Grade 2; Grade 1; Kindergarten
Audience: N/A
Language: English
Sponsor: National Science Foundation (NSF)
Authoring Institution: N/A
Grant or Contract Numbers: 2000292