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Early Years and Key Stage 1 Mathematics Teaching: Evidence Review

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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
FullText Text:
  Availability: 0
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  Data: 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/
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  Data: 108
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  Data: <searchLink fieldCode="DE" term="%22Mathematics+Instruction%22">Mathematics Instruction</searchLink><br /><searchLink fieldCode="DE" term="%22Elementary+School+Mathematics%22">Elementary School Mathematics</searchLink><br /><searchLink fieldCode="DE" term="%22Early+Childhood+Education%22">Early Childhood Education</searchLink><br /><searchLink fieldCode="DE" term="%22Instructional+Effectiveness%22">Instructional Effectiveness</searchLink><br /><searchLink fieldCode="DE" term="%22Computer+Assisted+Instruction%22">Computer Assisted Instruction</searchLink><br /><searchLink fieldCode="DE" term="%22Direct+Instruction%22">Direct Instruction</searchLink><br /><searchLink fieldCode="DE" term="%22Individual+Instruction%22">Individual Instruction</searchLink><br /><searchLink fieldCode="DE" term="%22Small+Group+Instruction%22">Small Group Instruction</searchLink><br /><searchLink fieldCode="DE" term="%22Tutoring%22">Tutoring</searchLink><br /><searchLink fieldCode="DE" term="%22Manipulative+Materials%22">Manipulative Materials</searchLink><br /><searchLink fieldCode="DE" term="%22Intervention%22">Intervention</searchLink><br /><searchLink fieldCode="DE" term="%22Feedback+%28Response%29%22">Feedback (Response)</searchLink><br /><searchLink fieldCode="DE" term="%22Formative+Evaluation%22">Formative Evaluation</searchLink><br /><searchLink fieldCode="DE" term="%22Books%22">Books</searchLink><br /><searchLink fieldCode="DE" term="%22Motion%22">Motion</searchLink><br /><searchLink fieldCode="DE" term="%22Nonverbal+Communication%22">Nonverbal Communication</searchLink><br /><searchLink fieldCode="DE" term="%22Peer+Teaching%22">Peer Teaching</searchLink><br /><searchLink fieldCode="DE" term="%22Cooperative+Learning%22">Cooperative Learning</searchLink><br /><searchLink fieldCode="DE" term="%22Play%22">Play</searchLink><br /><searchLink fieldCode="DE" term="%22Executive+Function%22">Executive Function</searchLink><br /><searchLink fieldCode="DE" term="%22Metacognition%22">Metacognition</searchLink><br /><searchLink fieldCode="DE" term="%22Numeracy%22">Numeracy</searchLink><br /><searchLink fieldCode="DE" term="%22Family+Programs%22">Family Programs</searchLink><br /><searchLink fieldCode="DE" term="%22Problem+Solving%22">Problem Solving</searchLink><br /><searchLink fieldCode="DE" term="%22Faculty+Development%22">Faculty Development</searchLink><br /><searchLink fieldCode="DE" term="%22Elementary+School+Teachers%22">Elementary School Teachers</searchLink><br /><searchLink fieldCode="DE" term="%22Early+Childhood+Teachers%22">Early Childhood Teachers</searchLink>
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  Label: Abstract
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  Data: 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?"
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  Data: As Provided
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  Data: ED612924
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    Languages:
      – Text: English
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        PageCount: 108
    Subjects:
      – SubjectFull: Mathematics Instruction
        Type: general
      – SubjectFull: Elementary School Mathematics
        Type: general
      – SubjectFull: Early Childhood Education
        Type: general
      – SubjectFull: Instructional Effectiveness
        Type: general
      – SubjectFull: Computer Assisted Instruction
        Type: general
      – SubjectFull: Direct Instruction
        Type: general
      – SubjectFull: Individual Instruction
        Type: general
      – SubjectFull: Small Group Instruction
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      – SubjectFull: Tutoring
        Type: general
      – SubjectFull: Manipulative Materials
        Type: general
      – SubjectFull: Intervention
        Type: general
      – SubjectFull: Feedback (Response)
        Type: general
      – SubjectFull: Formative Evaluation
        Type: general
      – SubjectFull: Books
        Type: general
      – SubjectFull: Motion
        Type: general
      – SubjectFull: Nonverbal Communication
        Type: general
      – SubjectFull: Peer Teaching
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      – SubjectFull: Cooperative Learning
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      – SubjectFull: Play
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      – SubjectFull: Executive Function
        Type: general
      – SubjectFull: Metacognition
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      – SubjectFull: Numeracy
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      – SubjectFull: Family Programs
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      – SubjectFull: Problem Solving
        Type: general
      – SubjectFull: Faculty Development
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      – SubjectFull: Elementary School Teachers
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      – SubjectFull: Early Childhood Teachers
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    Titles:
      – TitleFull: Early Years and Key Stage 1 Mathematics Teaching: Evidence Review
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