Socioeconomic Variation, Number Competence, and Mathematics Learning Difficulties in Young Children

Autor/inn/en	Jordan, Nancy C.; Levine, Susan C.
Titel	Socioeconomic Variation, Number Competence, and Mathematics Learning Difficulties in Young Children
Quelle	In: Developmental Disabilities Research Reviews, 15 (2009) 1, S.60-68 (9 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1940-5510
DOI	10.1002/ddrr.46
Schlagwörter	Learning Problems; Mathematics Education; Mathematics Achievement; Young Children; Minority Group Children; Low Income Groups; Socioeconomic Status; Numeracy; Mathematics Skills; Disadvantaged Youth; Socioeconomic Influences; At Risk Students; Arithmetic; Computation; Elementary School Students; Cultural Differences; Preschool Children; Kindergarten + Suchen Sie Ihr Suchwort? Lernproblem; Mathematische Bildung; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Frühe Kindheit; Socio-economic status; Sozioökonomischer Status; Rechenkompetenz; Mathematics ability; Benachteiligter Jugendlicher; Sozioökonomischer Faktor; Addition; Arithmetik; Arithmetikunterricht; Rechnen; Kultureller Unterschied; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule
Abstract	As a group, children from disadvantaged, low-income families perform substantially worse in mathematics than their counterparts from higher-income families. Minority children are disproportionately represented in low-income populations, resulting in significant racial and social-class disparities in mathematics learning linked to diminished learning opportunities. The consequences of poor mathematics achievement are serious for daily functioning and for career advancement. This article provides an overview of children's mathematics difficulties in relation to socioeconomic status (SES). We review foundations for early mathematics learning and key characteristics of mathematics learning difficulties. A particular focus is the delays or deficiencies in number competencies exhibited by low-income children entering school. Weaknesses in number competence can be reliably identified in early childhood, and there is good evidence that most children have the capacity to develop number competence that lays the foundation for later learning. (Contains 1 table.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10