https://orcid.org/0000-0003-2761-2958
Figures & data
Figure 1. Example of two tasks from Milestone 2, Part-Whole Relationships. Instructions are read aloud by the teacher. (1. “You see 2 boxes. In the first box there are 5 dots in total. How many of them are hidden? In the second box there are 7 dots in total. How many of them are hidden?” 2. “Write down all ways in which the number 6 can be broken down into smaller numbers in the decomposition house. And now write down all ways in which the number 8 can be broken down into smaller numbers).”.
Figure 2. Example of an interview task from Milestone 2, Part-Whole Relationships. Instructions are given by the teacher (1. “How could you divide the apples among the plates? Is there another possibility?” 2. “Take a good look at the picture. What number is divided here? How many circles are lying left of the pencil?” The child is allowed to reenact the task with two-colour counters, a teaching material available in all German elementary schools).
Table 1. Mean values and standard deviations for individual basic cognitive abilities as well as basic numerical and language skills and mathematics achievement in Grades 2 and 3 (dependent variables) in the intervention groups for the whole sample.
Table 2. Mean values and standard deviations for individual basic cognitive abilities as well as basic numerical and language skills and mathematics achievement in Grades 2 and 3 (dependent variables) in the intervention groups for students at risk for MD.
Table 3. Regression for individual and classroom covariates and intervention groups on arithmetic achievement for students at risk for MD at the end of Grade 2.
Table 4. Regression for individual and classroom covariates and intervention groups on arithmetic achievement for students at risk for MD at the end of Grade 3.
Table 5. Multilevel regression for individual and classroom covariates and intervention groups on students’ arithmetic achievement at the end of Grade 2.
Table 6. Multilevel regression for individual and classroom covariates and intervention groups on students’ arithmetic achievement at the end of Grade 3.
Table 7. Alternative regression modeling for individual and classroom covariates and intervention groups on arithmetic achievement for students at risk for MD at the end of Grade 2.
Table 8. Alternative regression modeling for individual and classroom covariates and intervention groups on arithmetic achievement for students at risk for MD at the end of Grade 3.
Table 9. Alternative multilevel regression modeling for individual and classroom covariates and intervention groups on students’ arithmetic achievement at the end of Grade 2.
Table 10. Alternative multilevel regression modeling for individual and classroom covariates and intervention groups on students’ arithmetic achievement at the end of Grade 3.