Understanding Mathematics Instruction in Kindergarten
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| Title: | Understanding Mathematics Instruction in Kindergarten |
|---|---|
| Language: | English |
| Authors: | Danielle Shaw Attaway, Mimi Engel, Robin Jacob, Anna Erickson, Amy Claessens |
| Source: | Elementary School Journal. 2025 125(3):518-547. |
| Availability: | University of Chicago Press. Journals Division, P.O. Box 37005, Chicago, IL 60637. Tel: 877-705-1878; Tel: 773-753-3347; Fax: 877-705-1879; Fax: 773-753-0811; e-mail: subscriptions@press.uchicago.edu; Web site: http://www.press.uchicago.edu |
| Peer Reviewed: | Y |
| Page Count: | 30 |
| Publication Date: | 2025 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Early Childhood Education Elementary Education Kindergarten Primary Education |
| Descriptors: | Kindergarten, Mathematics Instruction, Low Income Students, Socioeconomic Status, Large Group Instruction, Teaching Methods, Manipulative Materials, Scaffolding (Teaching Technique), Individualized Instruction, Urban Schools, Interdisciplinary Approach |
| DOI: | 10.1086/734379 |
| ISSN: | 0013-5984 1554-8279 |
| Abstract: | Kindergartners' math skills predict later academic outcomes. However, we know little about kindergarten mathematics instruction. Using data from 182 classroom observations in a large urban district, we explore time spent on mathematics and math content coverage. We also examine two underinvestigated aspects of kindergarten math instruction: (1) whether math is incorporated into other subjects and (2) math pedagogy. We focus on schools serving students from households with lower income and include a small higher-income comparison sample. We find that kindergartners in schools serving students from households with lower income experience more whole-group math instruction and have fewer opportunities to use manipulatives in math. Kindergartners in schools serving students from households with higher incomes are exposed to more math during other subjects. In math, kindergartners across contexts experience cursory reviews of key ideas, rarely have scaffolded instruction, and instruction is not differentiated for students based on their performance or skills. |
| Abstractor: | As Provided |
| Entry Date: | 2025 |
| Accession Number: | EJ1464634 |
| Database: | ERIC |
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| Abstract: | Kindergartners' math skills predict later academic outcomes. However, we know little about kindergarten mathematics instruction. Using data from 182 classroom observations in a large urban district, we explore time spent on mathematics and math content coverage. We also examine two underinvestigated aspects of kindergarten math instruction: (1) whether math is incorporated into other subjects and (2) math pedagogy. We focus on schools serving students from households with lower income and include a small higher-income comparison sample. We find that kindergartners in schools serving students from households with lower income experience more whole-group math instruction and have fewer opportunities to use manipulatives in math. Kindergartners in schools serving students from households with higher incomes are exposed to more math during other subjects. In math, kindergartners across contexts experience cursory reviews of key ideas, rarely have scaffolded instruction, and instruction is not differentiated for students based on their performance or skills. |
|---|---|
| ISSN: | 0013-5984 1554-8279 |
| DOI: | 10.1086/734379 |
