Early Predictors of High School Mathematics Achievement

Autor/inn/en	Siegler, Robert S.; Duncan, Greg J.; Davis-Kean, Pamela E.; Duckworth, Kathryn; Claessens, Amy; Engel, Mimi; Susperreguy, Maria Ines; Meichu, Chen
Titel	Early Predictors of High School Mathematics Achievement
Quelle	23 (2012) 7, S.691-697 (7 Seiten)Infoseite zur Zeitschrift PDF als Volltext (1); PDF als Volltext kostenfreie Datei (2) Verfügbarkeit
Zusatzinformation	Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
DOI	10.1177/0956797612440101
Schlagwörter	Predictor Variables; Mathematics Achievement; Knowledge Level; High School Students; Algebra; Longitudinal Studies; Elementary School Students; Mathematical Concepts; Short Term Memory; Cognitive Ability; Family Income; Educational Attainment; Foreign Countries; Secondary School Mathematics; Children; Adolescents; Age Differences; United Kingdom; United States; Woodcock Johnson Psycho Educational Battery + Suchen Sie Ihr Suchwort? Prädiktor; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Wissensbasis; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Kurzzeitgedächtnis; Denkfähigkeit; Familieneinkommen; Bildungsabschluss; Bildungsgut; Ausland; Child; Kind; Kinder; Adolescent; Adolescence; Adoleszenz; Jugend; Jugendalter; Jugendlicher; Age; Difference; Age difference; Altersunterschied; Großbritannien; USA
Abstract	Identifying the types of mathematics content knowledge that are most predictive of students' long-term learning is essential for improving both theories of mathematical development and mathematics education. To identify these types of knowledge, we examined long-term predictors of high school students' knowledge of algebra and overall mathematics achievement. Analyses of large, nationally representative, longitudinal data sets from the United States and the United Kingdom revealed that elementary school students' knowledge of fractions and of division uniquely predicts those students' knowledge of algebra and overall mathematics achievement in high school, 5 or 6 years later, even after statistically controlling for other types of mathematical knowledge, general intellectual ability, working memory, and family income and education. Implications of these findings for understanding and improving mathematics learning are discussed. (As Provided).
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01