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Interventions in Early Mathematics: Avoiding Pollution and Dilution.

Authors
  • Sarama, Julie1
  • Clements, Douglas H2
  • 1 University of Denver, Denver, CO, United States. Electronic address: [email protected] , (United States)
  • 2 University of Denver, Denver, CO, United States. , (United States)
Type
Published Article
Journal
Advances in child development and behavior
Publication Date
Jan 01, 2017
Volume
53
Pages
95–126
Identifiers
DOI: 10.1016/bs.acdb.2017.03.003
PMID: 28844249
Source
Medline
Keywords
License
Unknown

Abstract

Although specific interventions in early mathematics have been successful, few have been brought to scale successfully, especially across the challenging diversity of populations and contexts in the early childhood system in the United States. In this chapter, we analyze a theoretically based scale-up model for early mathematics that was designed to avoid the pollution and dilution that often plagues efforts to achieve broad success. We elaborate the theoretical framework by noting the junctures that are susceptible to dilution or pollution. Then we expatiate the model's guidelines to describe specifically how they were designed and implemented to mitigate pollution and dilution. Finally, we provide evidence regarding the success of these efforts.

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