Sarama Julie, Clements Douglas H
University of Denver, Denver, CO, United States.
University of Denver, Denver, CO, United States.
Adv Child Dev Behav. 2017;53:95-126. doi: 10.1016/bs.acdb.2017.03.003. Epub 2017 May 29.
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.
尽管早期数学方面的具体干预措施已取得成功，但很少有措施能成功推广，尤其是在美国幼儿教育系统中面临人口和环境极具挑战性的多样性的情况下。在本章中，我们分析了一个基于理论的早期数学推广模型，该模型旨在避免常常困扰广泛成功努力的污染和稀释问题。我们通过指出容易受到稀释或污染的关键点来阐述理论框架。然后，我们详细说明该模型的指导方针，具体描述它们是如何设计和实施以减轻污染和稀释的。最后，我们提供这些努力取得成功的证据。
