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Do Magnitude Knowledge Gains Mediate the Outcomes of a Kindergarten Mathematics Intervention?

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Title: Do Magnitude Knowledge Gains Mediate the Outcomes of a Kindergarten Mathematics Intervention?
Authors: Lesner, Taylor, Sutherland, Marah, Cook, Madison, Wilke, Emily, Smolkowski, Keith, Clarke, Ben
Source: Learning Disabilities Research & Practice (Sage Publications Inc.). May2025, Vol. 40 Issue 2, p112-120. 9p.
Subjects: Mathematics education, Kindergarten, Educational intervention, Mathematics students, Mediation (Statistics)
Abstract: Understanding numerical magnitude is critical to the development of mathematics proficiency. Math interventions targeting magnitude knowledge have been shown to improve outcomes for students with math learning difficulties across grade levels. However, while recent studies have found that growth in magnitude knowledge mediates fractions intervention outcomes, similar analyses have not been conducted in the context of early numeracy interventions. This secondary analysis examined whether, and to what degree, gains in magnitude understanding explained overall intervention gains for kindergarten students (N = 1,251) receiving a validated Tier 2 early math intervention, ROOTS. Results of an indirect-effects mediation analysis were consistent with a partial mediation effect across proximal and distal measures of mathematics proficiency. Findings add to a growing literature base highlighting the importance of magnitude understanding to overall mathematics proficiency in the early grades, and indicate that whole number magnitude understanding may be an "active ingredient" driving early mathematics intervention outcomes. [ABSTRACT FROM AUTHOR]
Copyright of Learning Disabilities Research & Practice (Sage Publications Inc.) is the property of Sage Publications Inc. and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Database: Psychology and Behavioral Sciences Collection
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  Data: <searchLink fieldCode="JN" term="%22Learning+Disabilities+Research+%26+Practice+%28Sage+Publications+Inc%2E%29%22">Learning Disabilities Research & Practice (Sage Publications Inc.)</searchLink>. May2025, Vol. 40 Issue 2, p112-120. 9p.
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  Data: Understanding numerical magnitude is critical to the development of mathematics proficiency. Math interventions targeting magnitude knowledge have been shown to improve outcomes for students with math learning difficulties across grade levels. However, while recent studies have found that growth in magnitude knowledge mediates fractions intervention outcomes, similar analyses have not been conducted in the context of early numeracy interventions. This secondary analysis examined whether, and to what degree, gains in magnitude understanding explained overall intervention gains for kindergarten students (N = 1,251) receiving a validated Tier 2 early math intervention, ROOTS. Results of an indirect-effects mediation analysis were consistent with a partial mediation effect across proximal and distal measures of mathematics proficiency. Findings add to a growing literature base highlighting the importance of magnitude understanding to overall mathematics proficiency in the early grades, and indicate that whole number magnitude understanding may be an "active ingredient" driving early mathematics intervention outcomes. [ABSTRACT FROM AUTHOR]
– Name: AbstractSuppliedCopyright
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  Group: Ab
  Data: <i>Copyright of Learning Disabilities Research & Practice (Sage Publications Inc.) is the property of Sage Publications Inc. and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
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              Text: May2025
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