Building a Flexible and Comprehensive Approach to Supporting Student Development of Whole Number Understanding

Award Period: -
Award Amount
Award Number
Funding Source
National Science Foundation
Division of Research on Learning in Formal and Informal Settings CFDA No. 47.076, 2101308
Principal Investigator
Co-Principal Investigator


A critical goal for the nation is ensuring all students have a successful start in learning mathematics. While strides have been made in supporting at-risk students in mathematics, significant challenges still exist. These challenges include enabling access to and learning of advanced mathematics content, ensuring that learning gains don’t fade over time, and providing greater support to students with the most severe learning needs. One way to address these challenges is through the use of mathematics programs designed to span multiple grades. The purpose of this project is to develop and conduct initial studies of a multi-grade program targeting critical early math concepts. The project is designed to address equitable access to mathematics and STEM learning for all students, including those with or at-risk for learning disabilities and underrepresented groups. The three aims of the project are to: (1) develop a set of 10 Bridging Lessons designed to link existing kindergarten and first grade intervention programs (2) develop a second grade intervention program that in combination with the kindergarten and first grade programs will promote a coherent sequence of whole number concepts, skills, and operations across kindergarten to second grade; and (3) conduct a pilot study of the second grade program examining initial promise to improve student mathematics achievement. To accomplish these goals multiple methods will be used including iterative design and development process and the use of a randomized control trial to study potential impact on student math learning. Study participants include approximately 220 kindergarten through second grade students from 8 schools across three districts. Study measures include teacher surveys, direct observations, and student math outcome measures. The project addresses the need for research developed intervention programs focused on advanced whole number content. The work is intended to support schools in designing and deploying math interventions to provide support to students both within and across the early elementary grades as they encounter and engage with critical mathematics content. The Discovery Research preK-12 program (DRK-12) seeks to significantly enhance the learning and teaching of science, technology, engineering and mathematics (STEM) by preK-12 students and teachers, through research and development of innovative resources, models and tools. Projects in the DRK-12 program build on fundamental research in STEM education and prior research and development efforts that provide theoretical and empirical justification for proposed projects._ This award reflects NSF's statutory mission and has been deemed worthy of support through evaluation using the Foundation's intellectual merit and broader impacts review criteria.