Significant Gains in Counting and One-to-One Correspondence for Pre-K

Math & Movement interventionists worked one-on-one with Pre-K students (three- and four-year-olds) at Dr. King Elementary School in Syracuse, NY. This urban Title I school teaches many students who come from low-income, economically disadvantaged backgrounds.

The interventionists helped students practice one-to-one correspondence and counting using Math & Movement cross-body exercises as well as floor mats for 30 minutes per day, 5 days per week.  Over the course of the study, most Pre-K students in this class went from not being able to count to 10 to being able to count to 20.

In as little as 6 weeks, one-to-one correspondence to 10 increased at a rate of 4 times the number of students. After incorporating the Math & Movement Pre-K intervention program, teachers discovered a large increase in (1) their students’ retention of numbers when counting and (2) their students’ overall confidence when counting. 

Upon the arrival of the interventionists, very few students were able to count to 10. By the end of October, almost every student was able to count to 10 confidently. Nearly every student was able to count to 20 by the end of the intervention period (April 3rd).