Designing Studies to Test Causal Questions About Early Math: The Development of Making Pre-K Count

Shira K. Mattera, Pamela Morris, Robin Jacob, Michelle Maier, Natalia Rojas

Research output: Contribution to journalArticle

Abstract

A growing literature has demonstrated that early math skills are associated with later outcomes for children. This research has generated interest in improving children's early math competencies as a pathway to improved outcomes for children in elementary school. The Making Pre-K Count study was designed to test the effects of an early math intervention for preschoolers. Its design was unique in that, in addition to causally testing the effects of early math skills, it also allowed for the examination of a number of additional questions about scale-up, the influence of contextual factors and the counterfactual environment, the mechanism of long-term fade-out, and the role of measurement in early childhood intervention findings. This chapter outlines some of the design considerations and decisions put in place to create a rigorous test of the causal effects of early math skills that is also able to answer these questions in early childhood mathematics and intervention. The study serves as a potential model for how to advance science in the fields of preschool intervention and early mathematics.

Original languageEnglish (US)
JournalAdvances in Child Development and Behavior
DOIs
StateAccepted/In press - 2017

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Mathematics
Research

Keywords

  • Causal design
  • Early childhood education
  • Math
  • Preschool

ASJC Scopus subject areas

  • Pediatrics, Perinatology, and Child Health
  • Developmental and Educational Psychology
  • Behavioral Neuroscience

Cite this

Designing Studies to Test Causal Questions About Early Math : The Development of Making Pre-K Count. / Mattera, Shira K.; Morris, Pamela; Jacob, Robin; Maier, Michelle; Rojas, Natalia.

In: Advances in Child Development and Behavior, 2017.

Research output: Contribution to journalArticle

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