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Counting on: Long Term Effects of an Early Intervention Programme
Umeå University, Faculty of Science and Technology, Department of Science and Mathematics Education. Umeå University, Faculty of Science and Technology, Umeå Mathematics Education Research Centre (UMERC).
Umeå University, Faculty of Science and Technology, Umeå Mathematics Education Research Centre (UMERC). Umeå University, Faculty of Science and Technology, Department of Science and Mathematics Education. (Learning by Imitative and Creative Reasoning)ORCID iD: 0000-0002-7594-5602
2018 (English)In: Proceedings of the 42nd Conference of the International Group for the Psychology of Mathematics Education / [ed] Bergqvist, E., Österholm, M., Granberg, C., & Sumpter, L., Umeå: PME , 2018, Vol. 4, p. 355-362Conference paper, Published paper (Refereed)
Abstract [en]

This paper reports the long-term results of an intervention study with 134 six-year-old students from seven preschool-classes in northern Sweden to evaluate whether the Think, Reason and Count in Preschool-class programme (TRC) could prevent at-risk students from becoming low-performing students in mathematics. Whereas the pre-test score revealed that the intervention and the control group preformed equally, scores on the delayed follow-up-test in Grade 3 showed that the intervention group performed better than the control group and that at-risk students had closed the performance gap between themselves and their not-at-risk peers.

Place, publisher, year, edition, pages
Umeå: PME , 2018. Vol. 4, p. 355-362
Series
Proceedings of the 42nd Conference of the International Group for the Psychology of Mathematics Education, ISSN 0771-100X
National Category
Didactics
Research subject
didactics of mathematics
Identifiers
URN: urn:nbn:se:umu:diva-148101OAI: oai:DiVA.org:umu-148101DiVA, id: diva2:1219232
Conference
42nd Conference of the International Group for the Psychology of Mathematics Education, Umeå, Sweden, July 3-7, 2018
Available from: 2018-06-15 Created: 2018-06-15 Last updated: 2018-06-21Bibliographically approved

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Vennberg, HelenaNorqvist, Mathias

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CiteExportLink to record
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