Mathematics growth trajectories in first grade: Cumulative vs. compensatory patterns and the role of number sense.

Autor/inn/en	Salaschek, Martin; Zeuch, Nina; Souvignier, Elmar
Titel	Mathematics growth trajectories in first grade: Cumulative vs. compensatory patterns and the role of number sense. Gefälligkeitsübersetzung: Mathematik-Wachstumskurven in der ersten Klasse: Kumulative oder kompensatorische Muster und die Rolle des Zahlenverständnisses.
Quelle	In: Learning and individual differences, (2014) 35, S. 103-112Infoseite zur Zeitschrift PDF als Volltext Link als defekt meldenVerfügbarkeit
Sprache	englisch
Dokumenttyp	online; Zeitschriftenaufsatz
ISSN	1041-6080
DOI	10.1016/j.lindif.2014.06.009
Schlagwörter	Kompetenz; Frühförderung; Grundschule; Schüler; Lerntempo; Mathematik; Zahlenverständnis; Kontrolle; Leistung
Abstract	Studied mathematics-learning growth trajectories in first-graders, focusing on overall achievement and the competences of basic precursors, advanced precursors, and computation. 153 first-graders completed computer-based math assessments at seven time points over the school year. Results from latent-class growth analysis (LCGA) demonstrated primarily cumulative overall performance development patterns. Initially high performers had the highest final scores, while initially low performers had the generally lowest increase in performance. However, specific compensatory trajectories with initially lower-performing students and steeper growth were found for some students in the area of precursor competences. In conclusion, findings show that first-graders have a variety of learning trajectories. Repeated assessments can help identify students with precursor deficits who could benefit from early intervention. (ZPID).
Erfasst von	Leibniz-Institut für Psychologie, Trier
Update	2026/3