Predicting First-Grade Math Achievement from Developmental Number Sense Trajectories

Autor/inn/en	Jordan, Nancy C.; Kaplan, David; Locuniak, Maria N.; Ramineni, Chaitanya
Titel	Predicting First-Grade Math Achievement from Developmental Number Sense Trajectories
Quelle	In: Learning Disabilities Research & Practice, 22 (2007) 1, S.36-46 (11 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0938-8982
DOI	10.1111/j.1540-5826.2007.00229.x
Schlagwörter	Mathematics Achievement; Grade 1; Numeracy; Mathematics Tests; Student Evaluation; Socioeconomic Status; Age; Sex; Correlation; Learning Problems; Achievement Gains + Suchen Sie Ihr Suchwort? Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; School year 01; 1. Schuljahr; Schuljahr 01; Rechenkompetenz; Schulnote; Studentische Bewertung; Socio-economic status; Sozioökonomischer Status; Alter; Lebensalter; Geschlecht; Geschlechtsverkehr; Korrelation; Lernproblem; Achievement gain; Leistungssteigerung
Abstract	Number sense development was tracked from the beginning of kindergarten through the middle of first grade, over six time points. Children (n=277) were then assessed on general math achievement at the end of first grade. Number sense performance in kindergarten, as well as number sense growth, accounted for 66 percent of the variance in first-grade math achievement. Background characteristics of income status, gender, age, and reading ability did not add explanatory variance over and above growth in number sense. Even at the beginning of kindergarten, number sense was highly correlated with end of first-grade math achievement (r=0.70). Clarifying the observed slope effect, general growth mixture modeling showed that children who started kindergarten with low number sense but made moderate gains by the middle of kindergarten had higher first-grade math achievement than children who started out with similarly low number sense with flat growth. The majority of children in the low/flat growth class were from low-income families. The findings indicate that screening early number sense development is useful for identifying children who will face later math difficulties or disabilities. (Author).
Anmerkungen	Blackwell Publishing. 350 Main Street, Malden, MA 02148. Tel: 800-835-6770; Tel: 781-388-8599; Fax: 781-388-8232; e-mail: customerservices@blackwellpublishing.com; Web site: http://www.blackwellpublishing.com/jnl_default.asp
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10