The Effects of Systematic Instruction with Math Books to Teach Math to Preschoolers
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Publisher
Springer Science and Business Media LLC
Link
https://link.springer.com/content/pdf/10.1007/s10643-024-01686-w.pdf
Reference31 articles.
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2. Clements, D. H., Sarama, J., Spitler, M. E., Lange, A. A., & Wolfe, C. B. (2011). Mathematics learned by young children in an intervention based on learning trajectories: A large-scale cluster randomized trial. Journal for Research in Mathematics Education, 42(2), 127–166. https://doi.org/10.5951/jresematheduc.42.2.0127.
3. Connor, C. M., Mazzocco, M. M., Kurz, T., Crowe, E. C., Tighe, E. L., Wood, T. S., & Morrison, F. J. (2018). Using assessment to individualize early mathematics instruction. Journal of School Psychology, 66, 97–113. https://doi.org/10.1016/j.jsp.2017.04.005
4. Daugherty, S., Grisham-Brown, J., & Hemmeter, M. L. (2001). The effects of embedded skill instruction on the acquisition of target and nontarget skills in preschoolers with developmental delays. Topics in Early Childhood Special Education, 21(4), 213–221. https://doi.org/10.1177/027112140102100402.
5. Davenport, L. A., & Johnston, S. S. (2015). Using most-to-least prompting and contingent consequences to teach numeracy in inclusive early childhood classrooms. Topics in Early Childhood Special Education, 34(4), 250–261. https://doi.org/10.1177/0271121413518824
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