Cognitive Predictors of Children's Development in Mathematics Achievement: A Latent Growth Modeling Approach

Autor/inn/en	Xenidou-Dervou, Iro; Van Luit, Johannes E. H.; Kroesbergen, Evelyn H.; Friso-van den Bos, Ilona; Jonkman, Lisa M.; van der Schoot, Menno; van Lieshout, Ernest C. D. M.
Titel	Cognitive Predictors of Children's Development in Mathematics Achievement: A Latent Growth Modeling Approach
Quelle	In: Developmental Science, 21 (2018) 6, (14 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Xenidou-Dervou, Iro)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1467-7687
DOI	10.1111/desc.12671
Schlagwörter	Predictor Variables; Structural Equation Models; Cognitive Ability; Mathematics Instruction; Mathematics Achievement; Individual Differences; Elementary School Students; Grade 1; Grade 2; Elementary School Mathematics; Arithmetic; At Risk Students; Mathematics Skills; Child Development; Mathematics Tests + Suchen Sie Ihr Suchwort? Prädiktor; Denkfähigkeit; Mathematics lessons; Mathematikunterricht; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Individueller Unterschied; School year 01; 1. Schuljahr; Schuljahr 01; School year 02; 2. Schuljahr; Schuljahr 02; Elementare Mathematik; Schulmathematik; Addition; Arithmetik; Arithmetikunterricht; Rechnen; Mathematics ability; Kindesentwicklung
Abstract	Research has identified various domain-general and domain-specific cognitive abilities as predictors of children's individual differences in mathematics achievement. However, research into the predictors of children's individual growth rates, namely between-person differences in within-person change in mathematics achievement is scarce. We assessed 334 children's domain-general and mathematics-specific early cognitive abilities and their general mathematics achievement longitudinally across four time-points within the first and second grades of primary school. As expected, a constellation of multiple cognitive abilities contributed to the children's starting level of mathematical success. Specifically, latent growth modeling revealed that WM abilities, IQ, counting skills, nonsymbolic and symbolic approximate arithmetic and comparison skills explained individual differences in the children's initial status on a curriculum-based general mathematics achievement test. Surprisingly, however, only one out of all the assessed cognitive abilities was a unique predictor of the children's individual growth rates in mathematics achievement: their performance in the symbolic approximate addition task. In this task, children were asked to estimate the sum of two large numbers and decide if this estimated sum was smaller or larger compared to a third number. Our findings demonstrate the importance of multiple domain-general and mathematics-specific cognitive skills for identifying children at risk of struggling with mathematics and highlight the significance of early approximate arithmetic skills for the development of one's mathematical success. We argue the need for more research focus on explaining children's individual growth rates in mathematics achievement. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01