Implementation and Efficacy Study of Preschool Math Activities for Numeracy

Math games and play engage young children's interest in patterns, numbers and logic. In preschools, there is a critical need for math instruction and learning. Early childhood is an important point for children to learn about mathematics. Children's play-based activities provide natural opportunities for them to explore and learn math topics. This project explores how teachers can use activities with young children to develop their knowledge of numbers and patterns. Part of the study examines how much guidance teachers should provide to students. The project also explores the design of resources that are the most likely to be used by preschool teachers and that can be easily incorporated into their teaching of young children. The study of the use of play-based mathematics activities will support critical early learning of number concepts.

This project will investigate the implementation and efficacy of the preschool math games for mathematics learning. The research would study the materials as used in classrooms by teachers in order to understand how the materials improve early numeracy skills, and whether children's improvement is affected by how the activities are implemented in the classroom. The research questions for the study examine the role of the teacher in providing guidance to children when engaging in the numeracy activities and how the materials influence children's early numeracy skills. The study employs an experimental design to study different implementation pathways. The design would examine the impact of two different instructor types and two levels of guidance for the preschool students when using the activities. Data collected will include measures of children's mathematical knowledge and teachers' pedagogical self-efficacy and content knowledge.