Leveraging measurement instruction to develop kindergartners’ numerical magnitude knowledge.

What is it about?

The measurement-to-number intervention described in this study offers a promising approach for streamlining mathematics curricula in kindergarten and maximizing the efficiency of instructional time. With just 10 instructional sessions focused on developing measurement concepts, children participating in the intervention condition showed improvements in both measurement and number knowledge. In contrast, the control group participants who engaged in mathematics activities similar to their regular classroom instruction demonstrated only limited improvement in number knowledge. The results speak to the value of targeting shared concepts underlying multiple domains of mathematics and of utilizing spatial information to promote the acquisition of numerical concepts.

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Photo by William Warby on Unsplash

Photo by William Warby on Unsplash