Early Place-Value Understanding as a Precursor for Later Arithmetic Performance--A Longitudinal Study on Numerical Development

Autor/inn/en	Moeller, K.; Pixner, S.; Zuber, J.; Kaufmann, L.; Nuerk, H. C.
Titel	Early Place-Value Understanding as a Precursor for Later Arithmetic Performance--A Longitudinal Study on Numerical Development
Quelle	In: Research in Developmental Disabilities: A Multidisciplinary Journal, 32 (2011) 5, S.1837-1851 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0891-4222
DOI	10.1016/j.ridd.2011.03.012
Schlagwörter	Numeracy; Number Concepts; Arithmetic; Grade 1; Grade 3; Elementary School Students; Longitudinal Studies; Prediction; Reliability; Mathematics Skills + Suchen Sie Ihr Suchwort? Rechenkompetenz; Number concept; Zahlbegriff; Addition; Arithmetik; Arithmetikunterricht; Rechnen; School year 01; 1. Schuljahr; Schuljahr 01; School year 03; 3. Schuljahr; Schuljahr 03; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Vorhersage; Reliabilität; Mathmatics achievement; Mathematics ability; Mathematische Kompetenz
Abstract	It is assumed that basic numerical competencies are important building blocks for more complex arithmetic skills. The current study aimed at evaluating this interrelation in a longitudinal approach. It was investigated whether first graders' performance in basic numerical tasks in general as well as specific processes involved (e.g., place-value understanding) reliably predicted performance in an addition task in third grade. The results indicated that early place-value understanding was a reliable predictor for specific aspects of arithmetic performance. Implications of the role of basic numerical competencies for the acquisition of complex arithmetic are discussed. (Contains 3 figures and 3 tables.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10