Affiliation:
1. Umeå University, Sweden
Abstract
This chapter is an analysis and comparison of students' subject knowledge in mathematics in Grade 3 (Age 9) after an extensive whole-class intervention using the teaching material think, reason, and count (TRC) during the preschool-class year (Age 6). The national test (NT) reveals that the TRC-group (n = 79; 4 classes) performed better than the control group (n = 55; 3 classes), and a significant difference is shown on two of the subtests. This chapter shows that inclusive mathematics education in preschool-class focusing on reasoning about representations of numbers develops good mathematical knowledge and is especially supportive for students at-risk. Correlation of the tested areas of mathematics to TRC reveal that at-risk-students perform better in all areas of TRC.
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