Early Number Skills Gains and Mathematics Achievement: Intervening to Establish Successful Early Mathematics Trajectories

Autor/inn/en	Shanley, Lina; Clarke, Ben; Doabler, Christian T.; Kurtz-Nelson, Evangeline; Fien, Hank
Titel	Early Number Skills Gains and Mathematics Achievement: Intervening to Establish Successful Early Mathematics Trajectories
Quelle	51 (2017) 3, S.177-188 (13 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	10.1177/0022466917720455
Schlagwörter	Achievement Tests; At Risk Students; Comparative Analysis; Control Groups; Elementary School Mathematics; Elementary School Students; Experimental Groups; Grade 1; Intervention; Kindergarten; Mathematics Achievement; Mathematics Instruction; Mathematics Skills; Numbers; Pretests Posttests; Skill Development; Standardized Tests; Statistical Analysis; Massachusetts (Boston); Oregon; Stanford Achievement Tests + Suchen Sie Ihr Suchwort? Achievement test; Achievement; Testing; Test; Tests; Leistungsbeurteilung; Leistungsüberprüfung; Leistung; Testdurchführung; Testen; Elementare Mathematik; Schulmathematik; School year 01; 1. Schuljahr; Schuljahr 01; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Mathematics lessons; Mathematikunterricht; Mathematics ability; Zahlenraum; Kompetenzentwicklung; Qualifikationsentwicklung; Standadised tests; Standardisierter Test; Statistische Analyse
Abstract	Early number skills, comprised of both informal and formal skills, are associated with later mathematics achievement. Thus, the development of foundational early number skills is an important aspect of early mathematics instruction. This study explored relations between early number skills gains and mathematics achievement for students at risk for mathematics difficulties in a kindergarten intervention study. Results indicated strong relationships between formal number skills gains and mathematics achievement across kindergarten and Grade 1. Intervention participants demonstrated larger informal and formal early number skills gains compared with their control peers, and relations between early number skills gains and first-grade mathematics achievement were moderated by intervention participation. Importantly, these findings suggest that formal and informal number skills gains may be critical components of later mathematics achievement for at-risk students. Implications for special education and intervention in tiered instructional systems are discussed. [This paper was published in "Journal of Special Education" (EJ1158172).] (As Provided).
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01