ERIC Number: EJ1211705
Record Type: Journal
Publication Date: 2019
Pages: 14
Abstractor: As Provided
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ISSN: ISSN-1947-7503
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A Meta-Analysis of the Effects of Numerical Competency Development on Achievement: Recommendations for Mathematics Educators
Cason, Marti; Young, Jamaal; Kuehnert, Eloise
Investigations in Mathematics Learning, v11 n2 p134-147 2019
This meta-analysis examines the effects of numerical competency development in mathematics classrooms. An exhaustive search of the quantitative literature yielded 17 studies with 39 effect sizes. The overall mean effect size, d = 0.88 (p < 0.05), indicates that there is a large positive summary effect of numerical competency development on mathematics achievement. The large overall effect size is complementary to empirical benchmarks for the average annual gains in mathematics knowledge across K-12 grade levels. Results suggest that numeracy and number sense are more effective than math fact fluency with regard to developing numerical competence. Subsequently, the majority of numerical competency studies were conducted in the early elementary grades. The results also indicate that the effect sizes are reduced drastically after second grade. The article concludes with explicit implications for mathematics teachers and researchers to support the evolution of numerical competency instruction in U.S. schools.
Descriptors: Meta Analysis, Numeracy, Mathematics Instruction, Mathematics Achievement, Mathematics Teachers, Numbers, Number Concepts, Competence, Effect Size, Early Intervention, Elementary Secondary Education
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Publication Type: Journal Articles; Information Analyses
Education Level: Elementary Secondary Education
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Language: English
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