A scaled-up mathematics intervention in preschool classes

We report on a scaled-up mathematics intervention in preschool classes (children age six) Sweden. In the intervention, teachers at seven schools four municipalities implemented Thinking, Reasoning and Counting Preschool Class (TRC) teacher guide their teaching of 254 students. Results are compared to previous randomized experimental small-scale based TRC showing significant positive effect students’ learning. Pre- post-test scores for present indicate even higher learning gains original intervention. Low-performing students were given extra tutoring time but this group cannot be shown significantly treatment study.