Effects of the Enactive, Iconic, Symbolic (EIS) Intervention on Student Math Skills in Primary School

Abstract

Abstract «Enactive, Iconic, Symbolic» (EIS) is a recently developed program modeled after instructional methodologies used in the Singapore math approach. The intervention emphasizes sequential mastery of math concepts, problem solving, and the use of the Concrete to Pictorial to Abstract approach (CPA). This quasi-experimental study evaluates the impact of EIS program on student math performance to explore the applicability of the Singapore approach in the Italian context and define the most appropriate methods for future large-scale evaluations. Eleven third- through fifth-grade treatment classes were matched comparison classes using propensity score matching, with mathematics performance measured before and after the intervention. A two-level random intercept hierarchical linear model was used to estimate treatment impact. We found no statistical significance effects of EIS after 16-20 weeks, ranging between 0.12 to 0.35 standard deviation units. The findings suggest the need for further investigations through largescale evaluations.

Keywords

• classroom instruction
• math skills
• primary school
• quasi-experimental design
• singapore math