The Mathematics Training Of Intervention Response Paradigm Promotes Number Sense In 4-5 Year Old Rural Children

Number sense is an intuitive understanding of Numbers and their relationships,which has attracted the attention of cognitive psychologists and educators since it was proposed by Dantzig in the 1950s,and is widely known.In 1989,NCTM in the United States defined number sense as understanding the meaning of numbers,clarifying number relationships,recognizing the relative size of numbers,and using reference to measure objects.As a early numerical ability,the number sense in this study includes the number,number knowledge,number combination,number estimation and automatically focusing on number according to the theory of number sense proposed by Jordan et al.Social economic status is an important predictive factor of number sense,the children of lacking relevant numerate experience and education is easy to become children with insufficient number sense.So they may have a potential risk of persistent mathematics learning difficulties.And the children with low socioeconomic status most come from rural areas,as a high-risk group of math learning difficultly,we should pay attention to them So our goal is to making early screening and dynamic intervention on rural children and examine children performance on early numerical ability,importantly,to avoid them have persistent mathematics learning difficulties.RtI(response to intervention)is a systematic research method including diagnosis,screening and intervention.It takes into account individual differences,following the idea of dynamic development,and conducting in a"pre-test-intervention-post-test" way.Rtl can well monitor the process and distinguish children's differential response to intervention.In RtI,the intervention is divided into different levels,for tierl/tier2/tier3,and so on.With the rise of the intervention level,the intervention intensity increases successively and the intervention participants are gradually reduced.The children who respond to the intervention withdraw from the intervention level and return to the routine teaching of the class.Therefore,based on the idea of multi-tier intervention of intervention response paradigm,this study designed intervention contents of different levels,and explored the promotion of two-tier longitudinal RtI intervention training combined with systematic class and group intervention on the development of rural children's number sense.In addition,whether general cognitive abilities such as verbal comprehension and working memory affect the development of number sense in children?In this study,124 middle class children(64 girls and 60 boys,ranging in age from 4.6 to 5.5 years old,with an average age of 5.19 ± 0.59 years old)is from rural area in WEINAN of SHAANXI province,they receive multi-tier training.First,before tierl intervention,the children receive the early children numerical ability test and the working memory and verbal comprehension of WPPSI-IV by one-to-one.The intervention lasted for 8 weeks in the intervention group(77)and the control group(47).Then,after tierl intervention,the scores of children in test below 14 points on total scores of counting,number knowledge and number transformation continue go to the intervention group(30)in tier2,and the rest of the children in the training group enter into the progressive group after intervention(47),the score of number sense in the progressive group after intervention is significantly than he intervention group;the control group(47)continue to not accept any mathematics intervention in tier2,intervention in tier2 is lasting for 12 weeks.And then three groups all receive testing of early children numerical ability.The results showed that:(1)After the tierl intervention,the growth score of the training group in number sense,counting,number knowledge and SFON was significantly higher than that of the control group,while there was no significant difference in number transformation and estimation between two groups.(2)After the tier2 intervention,three groups have significant difference except number estimation,intervention group and progressive group after intervention have no significant difference on number sense/number knowledge/SFON/number transformation,but are both significantly higher than control group.For intervention group,its growth score on the total score is significantly higher than progressive group after intervention,and growth score for progressive group after intervention is also significantly higher than control group.The growth score of intervention group is significantly higher than control group except number estimation,and higher than progressive group after intervention only for number knowledge.(3)The multi-group analysis of latent growth curve model was used to explore the effect of intervention.Finally,the intervention could affect the number sense growth rate of children.In all process of intervention,the growth rate of the intervention group was significantly higher than that of the control group,and the initial level of the intervention group predicted the growth rate.Verbal comprehension and age is related to the initial level of number sense.Based on the above research results,this study draws the following conclusions:(1)after the first intervention,the intervention group made progress in number sense,counting,number knowledge and SFON;(2)After the tier-2 intervention,the intervention group made progress in number sense,counting,number knowledge,a SFON and number transformation task;(3)During the whole intervention process,the growth rate of the intervention group was faster than that of the control group.