Young children with advanced mathematical skill (N = 276) were followed for two years, during kindergarten through 1st grade or 1st through 2nd grade. Children were randomly assigned to an intervention condition reflecting a constructivist approach or a control condition. Mean scores for the control group on standardized math verbal, and visual-spatial measures increased or remained the same. Boys gained more than girls on the quantitative and visual-spatial measures. The treatment group made greater gains than the control group on quantitative measures only. Gender did not interact with treatment condition. Correlations among the quantitative, verbal, and visual-spatial factors remained stable for control children, but the correlation between quantitative and verbal factors increased for the intervention group.
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