The Alignment of P-3 Math Instruction
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| Title: | The Alignment of P-3 Math Instruction |
|---|---|
| Language: | English |
| Authors: | Mimi Engel (ORCID |
| Source: | AERA Open. 2024 10(1). |
| Availability: | SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com |
| Peer Reviewed: | Y |
| Page Count: | 18 |
| Publication Date: | 2024 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Early Childhood Education Preschool Education Elementary Education Grade 1 Primary Education Kindergarten Grade 3 |
| Descriptors: | Alignment (Education), Mathematics Instruction, Preschools, Kindergarten, Grade 1, Grade 3, Early Childhood Education, Public Schools, Developmentally Appropriate Practices, Educational Practices, Course Content, Educational Environment, Urban Schools, Teaching Methods, Reliability, Educational Quality |
| Geographic Terms: | New York (New York) |
| ISSN: | 2332-8584 |
| Abstract: | Preschool through third grade (P-3) alignment is regularly named as a key aspect of early childhood education and the transition to formal schooling. However, little is known about P-3 alignment in practice. Using data from 265 observations of math instruction in preschool, kindergarten, first-, and third-grade classrooms in New York City public schools, we explore P-3 instructional alignment as it would be experienced sequentially, over time and across grades, by students. We examine the continuity of developmentally appropriate instructional environments and high-quality pedagogical practices, as well as the progression of P-3 mathematics content coverage. We find notable discontinuities in instructional environments and some pedagogical practices, particularly across preschool and kindergarten. We also find both progression and repetition in math content coverage. Results suggest that, on some dimensions, kindergarten may be poorly aligned with both preschool and the early elementary grades. |
| Abstractor: | As Provided |
| Entry Date: | 2025 |
| Accession Number: | EJ1455604 |
| Database: | ERIC |
| Abstract: | Preschool through third grade (P-3) alignment is regularly named as a key aspect of early childhood education and the transition to formal schooling. However, little is known about P-3 alignment in practice. Using data from 265 observations of math instruction in preschool, kindergarten, first-, and third-grade classrooms in New York City public schools, we explore P-3 instructional alignment as it would be experienced sequentially, over time and across grades, by students. We examine the continuity of developmentally appropriate instructional environments and high-quality pedagogical practices, as well as the progression of P-3 mathematics content coverage. We find notable discontinuities in instructional environments and some pedagogical practices, particularly across preschool and kindergarten. We also find both progression and repetition in math content coverage. Results suggest that, on some dimensions, kindergarten may be poorly aligned with both preschool and the early elementary grades. |
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| ISSN: | 2332-8584 |
