Understanding Mathematics Instruction in Kindergarten
Author(s):
Danielle Shaw Attaway, Mimi Engel, Robin Jacob, Anna Erickson, and Amy Claessens
Key Findings:
We find that kindergartners in schools serving students from households with lower income experience more whole-group math instruction and have fewer opportunities to use manipulatives in math. Kindergartners in schools serving students from households with higher incomes are exposed to more math during other subjects. In math, kindergartners across contexts experience cursory reviews of key ideas, rarely have scaffolded instruction, and instruction is not differentiated for students based on their performance or skills.
Read the full article on the Elementary School Journal
In-depth observations provide a more detailed and nuanced understanding of different means through which inequitable experiences in the classroom occur in kindergarten” Page 21