The CM+FM intervention also had a significant effect on teachers’ instructional practice (d =.79). The number of math games played was significantly associated with higher mathematics scores and the number of family math mini-books returned had a significant impact on children's spring scores, over and above the number of games played. For preschoolers age 50+ months, both interventions had significant effects on children's mathematics knowledge relative to BAU, but CM+FM had a stronger effect (d =. Results indicated that the family math component did add value to the classroom-based intervention as CM+FM resulted in a significant positive impact on children's mathematics knowledge relative to BAU, but CM alone did not. A total of 573 children (64% Hispanic 60% multilingual) were included from 66 classrooms which were randomly assigned to Classroom Math (CM), Classroom Math + Family Math (CM+FM), or business-as-usual (BAU). This cluster randomized trial examined the effects of a naturalistic, game-based mathematics intervention implemented in Head Start classrooms and examined whether including a family math component added value.

Fostering preschoolers’ mathematics learning at home and in classroom settings, through games and other developmentally appropriate activities, is of great interest to educators, early childhood leaders, and policymakers.

Differences in children's mathematics knowledge are evident at kindergarten entry, favoring children who have greater access to economic resources.

Mcps kindergarten jump start program