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|a LB775.M75 A84 2019_Azevedo-PinillosKatrinaR |2 BU-Local |
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|a LB775.M75 A84 2019 |
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|a Azevedo-Pinillos, Katrina R.. |
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|a Montessori short bead stairs, developmental delays, and numeracy skills of preschoolers |h [electronic resource]. |
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|a Miami, Fla. : |b Barry University, |c 2019. |
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|a xvi, 234 leaves : |b illustrations |
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|a Barry University Dissertations -- School of Education. |
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|a Thesis (Ph.D.)--Barry University, 2019. |
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|a Includes bibliographical references (leaves 179-209). |
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|a Copyright Katrina R. Azevedo-Pinillos. Permission granted to Barry University to digitize, archive and distribute this item for non-profit research and educational purposes. Any reuse of this item in excess of fair use or other copyright exemptions requires permission of the copyright holder. |
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|a Counting numbers is one of the first skills learned by children at an early age. Research indicates that children who master these skills in preschool, demonstrate a stronger conceptual understanding in mathematics later in life and are less likely to fall behind in mathematical skills. More significantly, children with developmental delays often experience serious deficits in mathematics, which can be identified as early as 3-4 years old (Nguyen et al., 2016). Identifying deficits at an early age can identify children at risk of later academic difficulties or disabilities. Therefore, it is imperative to identify evidence-based instruction for teaching the acquisition of numbers and mastery of early numeracy skills for children ages 3-5 with and without developmental delays. This study investigated the impact of teaching two evidence based instructional approaches, Montessori Short Bead Stairs and Traditional methods, on 159 preschool students with and without developmental delays. Participants’ knowledge and performance of counting, identifying, ordering, and identifying the quantity of numbers 1-10 were examined using the Test of Early Mathematics Ability, 3rd Edition Form A and B for pre-and post-test comparisons. Additionally, 13 participating teachers completed a survey on their perceptions of their own confidence, reliability, willingness to use the lessons after the study, and perceptions of children’s understanding of early numeracy skills. Results of this study suggest that randomization by classes yielded unequal treatment groups, calling into question treatment findings. However, children with developmental delays performed worse compared to their peers without developmental delays. Findings also shows similar improvement in both groups using both Montessori and Traditional curricula. |
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|a Electronic reproduction. |c Barry University, |d 2020. |f (Barry University Digital Collections) |n Mode of access: World Wide Web. |n System requirements: Internet connectivity; Web browser software. |
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|a Barry University Archives and Special Collections. |
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|a Montessori method of education. |
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|a Early childhood education |x Curricula. |
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|a Counting |x Study and teaching (Early childhood). |
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|a Mathematics |x Study and teaching. |
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|a Numeracy |x Study and teaching. |
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|a Children with disabilities |x Development. |
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|a Academic theses. |
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|a Barry University Digital Collections. |
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|a Theses and Dissertations. |
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|a BUDC |c Theses and Dissertations |
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|u http://sobekcmsrv.barrynet.barry.edu/AA00001740/00001 |y Click here for full text |
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|a https:/budc.barry.edu/content/AA/00/00/17/40/00001/LB775_M75 A84 2019_Azevedo-PinillosKatrinaRthm.jpg |
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|a Theses and Dissertations |
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