The Academic and Attitudinal Effects of a Math Summer Camp for Elementary Students
Abstract
Summer slide is described as the loss of educational
achievement over the long summer break (Gray, 2017).
Regardless of external factors (socioeconomic level,
gender, etc.) it is more difficult to retain newly learned
mathematics over breaks than reading overall (Cooper et
al., 1996). Stacy, Cartwright, Arwood, Canfield, and Kloos (2017)
used the term “math-practice gap” in order to describe the
inability of students to use complicated math concepts
during the summer months, contributes largely to the loss
of knowledge over summer, when the students are not
provided with the opportunity to practice and refine these
skills.