Show simple item record

dc.contributor.authorTrites, Melissa K.
dc.date.accessioned2020-12-16T23:13:35Z
dc.date.available2020-12-16T23:13:35Z
dc.date.issued2020-05
dc.identifier.urihttp://digital.library.wisc.edu/1793/80880
dc.description.abstractThis study evaluated the effectiveness of Early Numeracy Interventions Level 1 (Bryant et. al, 2011; ENI1) when used in a Montessori setting with first grade students. An ABAB design was used to evaluate the effectiveness of the intervention for the five participants. FastBridge measures of Number Identification, Place Value, and Decomposing were collected weekly. In addition, ENI1 Unit Checks were assessed before and after each unit to evaluate gains. Effect sizes were strong to poor in Number Identification, moderate to poor in Place Value and moderate to poor in Decomposing. Number Identification and Place Value showed the strongest results for most participants. Results indicated promise in using the ENI1 intervention within a nontraditional educational setting. Implications from the study are discussed in terms of ENI1’s transportability including its use in a nontraditional educational setting, considerations for who implements the intervention, and whether the intervention is acceptable by teacher and participants in a Montessori setting.en_US
dc.language.isoen_USen_US
dc.subjectMathematics--Study and teaching (Elementary)en_US
dc.subjectMathematics--Childrenen_US
dc.subjectMathematical ability in childrenen_US
dc.subjectMontessori method of educationen_US
dc.subjectNumeracy--Study and teaching (Elementary)en_US
dc.titleImplementation of Early Numeracy Level 1 Intervention with First Grade Studentsen_US
dc.typeThesisen_US


Files in this item

Thumbnail

This item appears in the following Collection(s)

Show simple item record