Number Sense Intervention: The Impact on Low-Achieving Primary Grade Students vs. COVID-19
Date of Award
Spring 5-15-2020
Document Type
Project (696 or 796 registration)
Degree Name
Master of Science in Curriculum & Instruction
Department
Graduate Studies
Committee Chair
Aaron M. Peterson
Keywords
number sense, mathematics, math, intervention
Abstract
The purpose of this study was to determine if the program Number Sense Interventions (NSI) would effectively build number sense foundations in low performing kindergarten students and help them to be successful in future mathematics in their kindergarten math class and beyond. Low achieving students were identified for NSI through the fall and winter kindergarten AIMSweb Plus universal screenings for math. These students were to participate in an intensive 24-session intervention three times per week. Each highly scripted lesson was 30 minutes long, building skills in oral counting, number recognition, base-ten understanding, subitizing, partitioning numbers into sets, writing numerals, using fingers to calculate, totals to five, totals over five, story problems and number sentences. NSI’s Numbers Sense Screener was used at the beginning of the intervention and was to be used at the end of the intervention to determine the effectiveness of NSI, as well as to determine if referrals for assessment of a mathematics learning disability would be necessary. Due to the COVID-19 pandemic and the implementation of distance learning, the study was terminated before completion. Further study of NSI is recommended, as progress was being made by participating students even with only 9 of the 24 lessons occurring.
Recommended Citation
Lindemann, Randi, "Number Sense Intervention: The Impact on Low-Achieving Primary Grade Students vs. COVID-19" (2020). Dissertations, Theses, and Projects. 355.
https://red.mnstate.edu/thesis/355