Date of Award

Fall 2015

Degree Type

Certificate of Advanced Study


Educational Leadership


Michael K. Barbour


The purpose of this study was to explore the effectiveness of early numeracy intervention with kindergarten students. In order to grow a stronger understanding of how providing mathematics intervention can benefit students, the intervention was provided to kindergarten students aimed to seek answers to how providing the earliest possible intervention can positively impact the achievement gap and a child’s understanding of number. This study explored the impact early numeracy intervention had on five kindergarten students and compared their growth to those of their peers not receiving intervention to determine the positive impact providing Response to Intervention had on kindergarten students. Quantitative and qualitative methods of data were collected using the AIMSweb Test of Early Numeracy, observations, and student work samples were collected to analyze the effectiveness of the intervention. Independent sample t-tests alongside of the constant comparative methods of data analyses were done to triangulate all sources of data all indicated that the early numeracy intervention had a positive impact on the five students whom participated. Over a six week Tier 2 intervention cycle, each of the five students improved their ability to count, understand cardinality, discriminate between numbers one through ten, and began improving their knowledge of the counting sequence within ten.


A thesis submitted in partial fulfillment of the coursework required for the post-masters' Certificate of Advanced Studies (CAS) in Educational Leadership.