Opportunities for Learning Math in Elementary School: Implications for SES Disparities in Procedural and Conceptual Math Skills

Autor/inn/en	Bachman, Heather J.; Votruba-Drzal, Elizabeth; El Nokali, Nermeen E.; Castle Heatly, Melissa
Titel	Opportunities for Learning Math in Elementary School: Implications for SES Disparities in Procedural and Conceptual Math Skills
Quelle	In: American Educational Research Journal, 52 (2015) 5, S.894-923 (30 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0002-8312
DOI	10.3102/0002831215594877
Schlagwörter	Elementary School Mathematics; Grade 5; Mathematics Achievement; Mathematics Instruction; Correlation; Computation; Mathematics Skills; Mathematical Concepts; Concept Formation; Science Instruction; Family Income; Interaction; Mothers; Educational Attainment; Time Factors (Learning); Socioeconomic Status; Achievement Gap; Low Income Groups; Longitudinal Studies; Regression (Statistics); Institutional Characteristics; Student Characteristics; Grade 3; Classroom Observation Techniques; Woodcock Johnson Psycho Educational Battery + Suchen Sie Ihr Suchwort? Elementare Mathematik; Schulmathematik; School year 05; 5. Schuljahr; Schuljahr 05; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Mathematics lessons; Mathematikunterricht; Korrelation; Mathematics ability; Concept learning; Begriffsbildung; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Familieneinkommen; Interaktion; Mother; Mutter; Bildungsabschluss; Bildungsgut; Socio-economic status; Sozioökonomischer Status; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Regression; Regressionsanalyse; School year 03; 3. Schuljahr; Schuljahr 03
Abstract	The present study examined whether multiple opportunities to learn math were associated with smaller socioeconomic status (SES) disparities in fifth-grade math achievement using data from the NICHD Study of Early Child Care and Youth Development (SECCYD; N = 1,364). High amounts of procedural math instruction were associated with higher calculation and conceptual math skills. Children's conceptual math skills were also positively associated with high amounts of science instruction. Income × instruction interactions were nonsignificant, but maternal education × math instruction interactions revealed narrower disparities in calculation skills when children were exposed to greater amounts of time in procedural and conceptual math instruction. Overall, the findings indicate that instructional influences on early math learning operate similarly for low and high SES children. (As Provided).
Anmerkungen	SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01