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Preschool teachers
Numeracy development
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The study focused on improving kindergarten teachers’ ability to nurture early numeracy development and learning in K2 children. An intervention involving the experimental group included teachers who had already attended in-service training, as part of the initial pilot project, to assist them to understand pedagogical principles, practices and strategies to assist children’s development of numeracy, problem solving and reasoning skills. Further teacher guidelines, detailed lesson plans and mentorship were also provided on how to implement this in the classroom. The research adopted a pre-test and post-test mixed-methods design involving an experimental group and a control group, comprising preschool children from five classes (N=221). Intact classes were matched to treatment and control conditions on the basis of Mendaki selection and centre choice of participation. Findings from the Math reasoning subtest of the (WIAT) Wechsler Individual Achievement (Test 2) and the (NCT) Numeracy Concept Test (a non-standardised test), showed that at pre-test, the experimental groups performed better on the WIAT, while both groups had similar results on the NCT. Both groups, however, improved their performance on the WIAT at post-test, but the experimental groups maintained their superior performance on the post-NCT. Improvements within experimental groups were also noted.
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Project number: 
OER 01/08 SW
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Appears in Collections:CRPP - Research Reports

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