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Early Enhancement of Kindergarten Children Potentially at Risk in Learning School Mathematics—Design and Findings of an Intervention Study

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Early Mathematics Learning

Abstract

Recent psychological studies as well as research findings in mathematics education highlight the significance of early number skills for the child’s achievement in mathematics at the end of primary school. In this context, a 3-year longitudinal study (2005–2008) that provided the background of this chapter, investigates the effects of an intervention in the year prior to school (5-year-old children) for children potentially at risk in learning mathematics on their later achievement in mathematics at the end of year 1 and year 2.

Following an overview of the theoretical background and the design of the study, this chapter focuses on the contents, materials, activities, protagonists and the implementation of the intervention. Finally, the key findings of the study are summarized and discussed.

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Author information

Authors and Affiliations

  1. IDM, University of Bielefeld, Bielefeld, Germany

    Andrea Peter-Koop

  2. Leibniz Institute for Science and Mathematics Education (IPN), Kiel, Germany

    Meike Grüßing

Authors
  1. Andrea Peter-Koop
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  2. Meike Grüßing
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Corresponding author

Correspondence to Andrea Peter-Koop .

Editor information

Editors and Affiliations

  1. Institut für Mathematik, Martin-Luther-Univ Halle-Wittenberg, Halle, Germany

    Ulrich Kortenkamp

  2. Inst. für Schulpädaogik und Grundschuldidaktik, Martin-Luther-Universität Halle-Wittenberg, Halle (Salle), Germany

    Birgit Brandt

  3. Pädagogische Hochschule Karlsruhe, Institut für Mathematik und Informatik, Karlsruhe, Germany

    Christiane Benz

  4. FB 12 Informatik und Mathematik, Goethe Universität Frankfurt am Main FB 12 Informatik und Mathematik, Frankfurt am Maim, Germany

    Götz Krummheuer

  5. Fachrichtung 6.1 Mathematik, Universität des Sarlandes, Sarbrücken, Germany

    Silke Ladel

  6. FB 12 Informatik und Mathematik, Goethe Universität Frankfurt am Main, Frankfurt, Germany

    Rose Vogel

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Peter-Koop, A., Grüßing, M. (2014). Early Enhancement of Kindergarten Children Potentially at Risk in Learning School Mathematics—Design and Findings of an Intervention Study. In: Kortenkamp, U., Brandt, B., Benz, C., Krummheuer, G., Ladel, S., Vogel, R. (eds) Early Mathematics Learning. Springer, New York, NY. https://doi.org/10.1007/978-1-4614-4678-1_19

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