The Rightstart Program

Category: Mathematics Grade Level: Kindergarten

1. What is the purpose of the Rightstart into eleven units. Each unit focuses on a Program? particular set of knowledge objectives. At the The general objective of this program is to end of each unit there are suggestions for: give children the conceptual basis for  Classroom routines for daily successful learning of arithmetic in the early reinforcement of the knowledge taught in elementary curriculum. The core elements of each unit. this conceptual knowledge are:  Learning centers for children to  The number sequence up from "one to independently practice the knowledge ten" and down from "ten to one". from each unit.  The one-to-one correspondence between  Integration of the knowledge taught in numbers and objects when counting. each lesson with the regular curriculum.  The cardinal value of a quantity of objects. 4. What teaching procedures should be  The +1 increment rule and -1 decrement used with the Rightstart Program? rule (e.g., when 1 is added to a set, the Specific teaching procedures vary by activity. new set is indicated by the next number However there are eight basic instructional "up" in the sequence). principles underlying the program:  The relative value of numbers.  The numerals corresponding to each  Developmental sequencing: The program number quantity. parallels the natural developmental progression of conceptual knowledge. 2. With whom can it be used? This program is designed for children  Conceptual Bridging: Lessons are entering Kindergarten who have not acquired designed to move children from current the pre-school mathematical abilities to allow understandings to more complete them to solve quantitative problems and are understandings. therefore at risk for school failure. It has also been shown to be useful with Kindergarten  Representational Congruence: Props are children of all abilities. constructed to be congruent with the concept being introduced (e.g., a 3. What is the format of the Rightstart thermometer to represent a number line). Program? The Righstart program was created by Robbie  Representational Diversity: Diverse Case and Sharon Griffin at the Ontario props are used to represent each concept. Institute for Studies in Education. Information about obtaining the program kit can be  Multi-levels of understanding: Activities obtained from Sharon Griffin at Clark are suited for children of different University. The kit consists of a series of abilities. games or activities. The games are organized  Mathematical communication: Verbal importance of the central conceptual communication occurs between teachers structures in the elementary mathematics and students about mathematical curriculum. In McKeough, A. & Lupart, concepts. J. (Eds.), Teaching for transfer: Fostering generalization in learning (pp. 123-151).  Affective engagement: A game format is New Jersey: Lawrence Erlbaum. used to make the learning enjoyable for 3. Griffin, S., Case, R. & Siegler, R.S. children. (1994). Rightstart: Providing the central conceptual prerequisites for first formal 5. In what types of settings is the learning of arithmetic to students at risk Rightstart Program useful? for school failure. In McGilly, K. (Ed). This program has been successfully used by Classroom lessons: Integrating cognitive regular teachers in their classrooms with no theory and classroom practice, (pp. 25- supporting staff. However the learning gains 49). Cambridge: MIT Press. are most dramatic when the children are organized into small groups of 4-5 children, Reviewed by: Naomi Slonim and when a teacher or teacher's aide is available to lead game play and initiate mathematical communication.

6. To what extent has research shown the Rightstart Program to be useful? The Rightstart program has been shown to be superior to traditional mathematics programs that do not emphasize developmentally appropriate conceptual understandings. Children who are given the Rightstart program improve their abilities in related tasks in which they have not been given instruction (e.g., time telling, money handling, understanding of the distribution of weight on a balance beam and understanding of social justice). To a lesser extent, children also improve their abilities in less closely related tasks, such as sound categorization and word reading. The Rightstart Program has been shown to enhance childrens' ability to profit from Grade 1 instruction one year after the program has been implemented.

References 1. Bruer, J. (1997). Schools for thought: A science of learning in the classroom. Cambridge: MIT Press. 2. Griffin, S., Case, R. & Capodilupo, A. (1995). Teaching for understanding: The