Earlier Understanding of Mathematical Equivalence in Elementary School Predicts Greater Algebra Readiness in Middle School

Autor/inn/en	Hornburg, Caroline Byrd; Devlin, Brianna L.; McNeil, Nicole M.
Titel	Earlier Understanding of Mathematical Equivalence in Elementary School Predicts Greater Algebra Readiness in Middle School
Quelle	In: Journal of Educational Psychology, 114 (2022) 3, S.540-559 (20 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Hornburg, Caroline Byrd)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-0663
DOI	10.1037/edu0000683
Schlagwörter	Algebra; Readiness; Predictor Variables; Elementary School Students; Middle School Students; Mathematical Concepts; Concept Formation; Grade 2; Grade 6; Student Characteristics; Mathematics Achievement; Mathematics Instruction; Reading Fluency; Knowledge Level; Problem Solving; Wechsler Abbreviated Scale of Intelligence; Woodcock Johnson Tests of Achievement + Suchen Sie Ihr Suchwort? Prädiktor; Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; Concept learning; Begriffsbildung; School year 02; 2. Schuljahr; Schuljahr 02; School year 06; 6. Schuljahr; Schuljahr 06; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Mathematics lessons; Mathematikunterricht; Wissensbasis; Problemlösen
Abstract	Does the timing of children's formal understanding of mathematical equivalence matter for algebra readiness? A change-resistance account (McNeil & Alibali, 2005) predicts that it is beneficial for children to construct a formal understanding of mathematical equivalence in the early grades before overly narrow operational patterns become entrenched. This hypothesis is consistent with theories of development suggesting early skills beget later skills. However, other theories posit no benefit or even possible harm of teaching children concepts and skills that are beyond their developmental level. A 5-year prospective, longitudinal study was conducted with a sample of 84 children from a mid-sized city in the Midwestern United States (M[subscript] age [second grade] = 8;1) to examine whether earlier understanding of mathematical equivalence predicts algebra readiness in middle school. As hypothesized, earlier understanding of mathematical equivalence in elementary school predicted greater algebra readiness in sixth grade, even after controlling for math fluency, IQ, gender, and paid lunch status. It also uniquely predicted mathematics achievement, but not reading fluency, across the elementary school grades. Findings support the recommendations of mathematics education scholars who have called for increased focus on pre-algebraic concepts like mathematical equivalence in elementary school. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01