Early Numeracy Intervention : Evaluating the Efficacy of a First Grade Math Tutoring Program in a Montessori Context

Abstract

Students who struggle with early numeracy skills are at risk for later challenges when learning math. Research shows early numeracy skills (e.g., number identification, understanding quantity, counting, and number sequencing) are strong predictors of future math success. Early Numeracy Intervention (ENI) is a supplemental math program that targets early numeracy skills. It was developed from Jordan and colleagues’ research on early numeracy growth in kindergarten and first grade. After 19 weeks of intervention, Bryant and colleagues showed that students at-risk for math delays improved number sequencing skills and place value knowledge, as well as overall math achievement. Although limited research exists on the effectiveness of ENI in alternative school settings, it is described as easily adjusted to different educational settings. This study evaluates ENI’s effectiveness as a supplemental math intervention program in a Montessori setting.