Unique and Compensatory Associations of Executive Functioning and Visuomotor Integration with Mathematics Performance in Early Elementary School

Autor/inn/en	Duran, Chelsea A. K.; Byers, Anthony; Cameron, Claire E.; Grissmer, David
Titel	Unique and Compensatory Associations of Executive Functioning and Visuomotor Integration with Mathematics Performance in Early Elementary School
Quelle	42 (2018), S.21-30 (10 Seiten)Infoseite zur Zeitschrift PDF als Volltext (1); PDF als Volltext kostenfreie Datei (2) Verfügbarkeit
Zusatzinformation	Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0885-2006
DOI	10.1016/j.ecresq.2017.08.005
Schlagwörter	Primary Education; Elementary School Students; Low Income Groups; Grade 1; Kindergarten; Executive Function; Mathematics Skills; Skill Development; Geometry; Young Children; Visual Perception; Spatial Ability; Psychomotor Skills; Urban Schools; Achievement Tests; Arithmetic; Diagnostic Tests; Mathematics Tests; Woodcock Johnson Tests of Achievement; Keymath Diagnostic Arithmetic Test + Suchen Sie Ihr Suchwort? Primarbereich; School year 01; 1. Schuljahr; Schuljahr 01; Mathmatics achievement; Mathematics ability; Mathematische Kompetenz; Kompetenzentwicklung; Qualifikationsentwicklung; Geometrie; Frühe Kindheit; Visuelle Wahrnehmung; Räumliches Vorstellungsvermögen; Psychomotorische Aktivität; Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule; Achievement test; Achievement; Testing; Test; Tests; Leistungsbeurteilung; Leistungsüberprüfung; Leistung; Testdurchführung; Testen; Addition; Arithmetik; Arithmetikunterricht; Rechnen; Diagnostic test; Diagnostischer Test
Abstract	Research has illuminated contributions--usually modeled separately--of both executive functioning (EF) and visuomotor integration (VMI) to mathematical development in early elementary school. This study examined simultaneous associations of EF and VMI, measured at the beginning of the school year, with concurrent and later mathematics performance on several mathematics assessments in kindergartners (n = 89, M[subscript age] = 5.5 years) and first graders (n= 73, M[subscript age] = 6.6 years) of low socioeconomic status. Both skills were related to concurrent performance on all assessments, as well as improvement through the end of the school year for all but a geometry subtest, which was predicted only by VMI. No significant influence of an interaction between the skills was present, except for concurrently on the geometry subtest and longitudinally on an assessment with a relatively strong emphasis on informal skills. Findings are discussed in the context of supporting mathematics development in early childhood. (As Provided).
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01