Preschool Children's Spontaneous Focusing on Numerosity, Subitizing, and Counting Skills as Predictors of Their Mathematical Performance Seven Years Later at School

Autor/inn/en	Hannula-Sormunen, Minna M.; Lehtinen, Erno; Räsänen, Pekka
Titel	Preschool Children's Spontaneous Focusing on Numerosity, Subitizing, and Counting Skills as Predictors of Their Mathematical Performance Seven Years Later at School
Quelle	In: Mathematical Thinking and Learning: An International Journal, 17 (2015) 2-3, S.155-177 (23 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1098-6065
DOI	10.1080/10986065.2015.1016814
Schlagwörter	Preschool Children; Arithmetic; Mathematics Skills; Foreign Countries; Number Concepts; Numeracy; Longitudinal Studies; Predictor Variables; Mathematics Achievement; Least Squares Statistics; Models; Mathematics Tests; Standardized Tests; Grade 5; Preschool Education; Finland; Raven Advanced Progressive Matrices + Suchen Sie Ihr Suchwort? Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Addition; Arithmetik; Arithmetikunterricht; Rechnen; Mathmatics achievement; Mathematics ability; Mathematische Kompetenz; Ausland; Number concept; Zahlbegriff; Rechenkompetenz; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Prädiktor; Mathmatics sikills; Mathematical ability; Analogiemodell; Standadised tests; Standardisierter Test; School year 05; 5. Schuljahr; Schuljahr 05; Finnland
Abstract	This seven-year longitudinal study examined how children's spontaneous focusing on numerosity (SFON), subitizing based enumeration, and counting skills assessed at five or six years predict their school mathematics achievement at 12 years. The participants were 36 Finnish children without diagnosed neurological disorders. The results, based on partial least squares modeling, demonstrate that SFON and verbal counting skills before school age predict mathematical performance on a standardized test for typical school mathematics in Grade 5. After controlling for nonverbal IQ, only SFON predict school mathematics. Subitizing-based enumeration skills have an indirect effect via number sequence skills and SFON on mathematical performance at 12 years. Early mathematic skills do not predict reading skills at 12 years. Children's early numerical skills, including SFON, before school age are important contributors to substantially later success in school mathematics. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01