Integrating Non-Mathematical Domains into Mathematical Development: Key Factors to Consider in Constructing Effective Interventions

Autor/inn/en	Purpura, David J.; Ganley, Colleen
Institution	Society for Research on Educational Effectiveness (SREE)
Titel	Integrating Non-Mathematical Domains into Mathematical Development: Key Factors to Consider in Constructing Effective Interventions
Quelle	(2013), (10 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Mathematics Skills; Short Term Memory; Language Skills; Preschool Children; Elementary School Students; Mathematical Concepts; Regression (Statistics); Intervention; Mathematics Instruction; Expressive One Word Picture Vocabulary Test; Woodcock Johnson Tests of Achievement + Suchen Sie Ihr Suchwort? Mathmatics achievement; Mathematics ability; Mathematische Kompetenz; Kurzzeitgedächtnis; Language skill; Sprachkompetenz; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Regression; Regressionsanalyse; Mathematics lessons; Mathematikunterricht
Abstract	The successful acquisition and development of mathematics skills and concepts is a critical aspect of children's early academic growth. The purpose of this study was to systematically evaluate the unique relations of working memory and language to a range of specific early mathematics skills in a sample of preschool and kindergarten age children. Data were collected in 45 public and private preschools and elementary schools. Children were assessed on all tasks in the spring of the academic year. Individuals who had either completed or were working toward completion of a Bachelor's degree in psychology or education conducted the assessments. Assessments took place in the local preschools or kindergarten classrooms during non-instructional time in a quiet room designated by the individual school directors or teachers. Children were assessed on 10 measures of early mathematics skills/concepts. To evaluate the relations of language and working memory with specific early mathematics skills, a series of separate mixed-effects regression analyses were conducted. The results of this study suggest that both language skills and working memory are related to a range of early mathematics skills. Although both domains are correlated with all early mathematics skills that were assessed, the nature of these relations differs when accounting for the other domain and controlling for background variables. Tables are appended. (ERIC).
Anmerkungen	Society for Research on Educational Effectiveness. 2040 Sheridan Road, Evanston, IL 60208. Tel: 202-495-0920; Fax: 202-640-4401; e-mail: inquiries@sree.org; Web site: http://www.sree.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01