Integrating numerical cognition research and mathematics education to strengthen the teaching and learning of early number

Background Research into numerical cognition has contributed to a large body of knowledge on how children learn and perform mathematics. This the potential inform mathematics education. Unfortunately, research education remain disconnected from one another, lacking proper infrastructure allow for productive meaningful exchange between disciplines. The present study was designed address this gap. Aim reports design, implementation, effects 16-week (25-hour) Professional Development (PD) model Kindergarten Grade 3 educators their students. A central goal PD better integrate Sample total 45 K-3 180 students participated. Methods To test reproducibility replicability model, carried out across two different sites, over two-year period, involved combination designs: quasi-experimental pre–post-research design within-group crossover intervention design. Result results first implementation (Year 1), indicated that compared control group, both teachers benefited intervention. Teachers demonstrated gains self-report measure knowledge, while in number line estimation, arithmetic, numeration. In Year 2, group greater improvements than measure, but not knowledge. At student level, there some evidence Conclusion current is promising approach practice. However, more needed determine which school contexts most effective.