| Title: |
Early Years and Key Stage 1 Mathematics Teaching: Evidence Review |
| Language: |
English |
| Authors: |
Hodgen, Jeremy; Barclay, Nancy; Foster, Colin; Gilmore, Camila; Marks, Rachel; Simms, Victoria; Education Endowment Foundation (EEF) (United Kingdom) |
| Source: |
Education Endowment Foundation. 2020. |
| Availability: |
Education Endowment Foundation. 9th Floor Millbank Tower, Millbank, London, SW1P 4QP, UK. Tel: +44-207-802-1676; e-mail: info@eefoundation.org.uk; Web site: https://educationendowmentfoundation.org.uk/ |
| Peer Reviewed: |
Y |
| Page Count: |
108 |
| Publication Date: |
2020 |
| Document Type: |
Reports - Research |
| Education Level: |
Elementary Education; Early Childhood Education |
| Descriptors: |
Mathematics Instruction; Elementary School Mathematics; Early Childhood Education; Instructional Effectiveness; Computer Assisted Instruction; Direct Instruction; Individual Instruction; Small Group Instruction; Tutoring; Manipulative Materials; Intervention; Feedback (Response); Formative Evaluation; Books; Motion; Nonverbal Communication; Peer Teaching; Cooperative Learning; Play; Executive Function; Metacognition; Numeracy; Family Programs; Problem Solving; Faculty Development; Elementary School Teachers; Early Childhood Teachers |
| Abstract: |
This document presents a review of evidence commissioned by the Education Endowment Foundation to inform the writing of the guidance report "Improving Mathematics in the Early Years and Key Stage One" (ED612298). The review aimed to synthesise the best available international evidence regarding teaching and learning of mathematics for children in Early Years and Key Stage 1 (i.e., between the ages of 3 and 7) and aimed to answer the following research question: "What is the evidence on the effectiveness of classroom-based interventions for improving mathematical learning of children in Early Years and Key Stage 1 settings?" |
| Abstractor: |
As Provided |
| Entry Date: |
2021 |
| Accession Number: |
ED612924 |
| Database: |
ERIC |