ERIC Number: ED594902
Record Type: Non-Journal
Publication Date: 2019
Pages: 38
Abstractor: As Provided
ISBN: N/A
ISSN: EISSN-
EISSN: N/A
Evaluating the Efficacy of a Learning Trajectory for Early Shape Composition
Clements, Douglas H.; Sarama, Julie; Baroody, Arthur J.; Joswick, Candace; Wolfe, Christopher B.
Grantee Submission
Although basing instruction on learning trajectories (LTs) is often recommended, there is little direct evidence regarding the premise of an LT approach--that instruction should be presented (only) one LT level beyond a child's present level. We evaluated this hypothesis in the domain of early shape composition. One group of preschoolers, who were at least two levels below the target instructional LT level, received instruction based on an empirically-validated LT. The counterfactual, skip-levels, group received an equal amount of instruction focused only on the target level. At posttest, children in the LT condition exhibited significantly greater learning than children in the skip-levels condition, mainly on near-transfer items; no child-level variables were significant moderators. Implications for theory and practice are discussed. [This article will be published in the "American Educational Research Journal."]
Descriptors: Instructional Effectiveness, Mathematics Achievement, Mathematics Instruction, Geometric Concepts, Sequential Learning, Developmentally Appropriate Practices, Student Characteristics, Outcomes of Education, Public Schools, Puzzles, Manipulative Materials, Intervention, Learning Processes, Educational Strategies, Preschool Children
Publication Type: Reports - Research; Tests/Questionnaires
Education Level: Early Childhood Education
Audience: N/A
Language: English
Sponsor: Institute of Education Sciences (ED)
Authoring Institution: N/A
IES Funded: Yes
Grant or Contract Numbers: R305A150243