Numicon Instruction as a Supplemental Mathematics Intervention for Kindergarten Students

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dc.contributor.advisorBrigham, Frederick J.
dc.contributor.authorJenkins, Melissa C.
dc.creatorJenkins, Melissa C.
dc.date.accessioned2013-08-19T21:14:48Z
dc.date.available2013-08-19T21:14:48Z
dc.date.issued2013-08
dc.description.abstractA single-case multiple baseline design was used to evaluate the effects of supplemental mathematics instruction with Numicon on the number sense skills of kindergarteners with varying degrees of math difficulty. Nine students participated in the study. Intervention consisted of 20 minutes of supplemental mathematics instruction using the Numicon Intervention Programme over 10 consecutive school days. Data were collected using fluency measures of quantity discrimination and quantity-numeral correspondence, as well as a measure of general number sense. Student performance on the quantity discrimination measure and general number sense measure provided evidence of a strong effect. Furthermore, there was strong evidence of social validity indicating that both teachers and students felt that the intervention was effective and enjoyable. This study adds to the emerging body of number sense intervention literature. Educational implications are described emphasizing the role of screening and supplemental intervention in Response to Intervention frameworks.
dc.format.extent296 pages
dc.identifier.urihttps://hdl.handle.net/1920/8338
dc.language.isoen
dc.rightsCopyright 2013 Melissa C. Jenkins
dc.subjectElementary education
dc.subjectSpecial education
dc.subjectMathematics education
dc.subjectIntervention
dc.subjectManipulatives
dc.subjectMath
dc.subjectNumber sense
dc.subjectRepresentation
dc.subjectSpecial education
dc.titleNumicon Instruction as a Supplemental Mathematics Intervention for Kindergarten Students
dc.typeDissertation
thesis.degree.disciplineEducation
thesis.degree.grantorGeorge Mason University
thesis.degree.levelDoctoral

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