Improving Children's Understanding of Mathematical Equivalence: An Efficacy Study
Principal Investigator(s): View help for Principal Investigator(s) Jodi Davenport, WestEd; Nicole McNeil, University of Notre Dame; Yvonne Kao, WestEd
Version: View help for Version V1
| Name | File Type | Size | Last Modified |
|---|---|---|---|
| ICUE openICPSR Data Deposit | 10/27/2022 12:01:PM |
Project Citation:
Davenport, Jodi, McNeil, Nicole, and Kao, Yvonne. Improving Children’s Understanding of Mathematical Equivalence: An Efficacy Study. Ann Arbor, MI: Inter-university Consortium for Political and Social Research [distributor], 2022-10-27. https://doi.org/10.3886/E182542V1
Project Description
Summary:
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A vast majority of elementary students struggle with the core, pre-algebraic concept of mathematical equivalence. The Improving Children’s Understanding of Equivalence (ICUE) intervention integrates four research-based strategies to improve outcomes for second grade students: (1) introducing the equal sign before arithmetic, (2) non-traditional arithmetic practice, (3) concreteness fading exercises, and (4) comparison and explanation. In a large-scale randomized control trial in California public schools, 132 second grade teachers were randomly assigned to either use the ICUE intervention or an active control consisting of non-traditional arithmetic practice alone. Using data from 121 teachers in the analytic sample, the study found that students in the intervention group outperformed students in the active control on proximal and transfer measures of equivalence with no observable trade-offs in computational fluency. The findings suggest that the ICUE intervention helps students construct a robust understanding of mathematical equivalence, a critical precursor to success in algebra.
Funding Sources:
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United States Department of Education. Institute of Education Sciences (R305A210018)
Scope of Project
Data Type(s):
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experimental data
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