Foundations of Mathematics Achievement: Instructional Practices and Diverse Kindergarten Students

Autor/inn/en	Bottia, Martha Cecilia; Moller, Stephanie; Mickelson, Roslyn Arlin; Stearns, Elizabeth
Titel	Foundations of Mathematics Achievement: Instructional Practices and Diverse Kindergarten Students
Quelle	In: Elementary School Journal, 115 (2014) 1, S.124-150 (27 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0013-5984
DOI	10.1086/676950
Schlagwörter	Teaching Methods; Mathematics Instruction; Kindergarten; Student Diversity; Correlation; Socioeconomic Status; Mathematics Achievement; School Readiness; Racial Differences; Ethnic Groups; African American Students; Hispanic American Students; White Students; Asian American Students; Hypothesis Testing; Longitudinal Studies; Item Response Theory; Scores; Predictor Variables; Statistical Analysis; Early Childhood Longitudinal Survey + Suchen Sie Ihr Suchwort? Teaching method; Lehrmethode; Unterrichtsmethode; Mathematics lessons; Mathematikunterricht; Korrelation; Socio-economic status; Sozioökonomischer Status; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Readiness for school; School ability; Schulreife; Rassenunterschied; Ethnie; African Americans; Student; Students; Afroamerikaner; Schüler; Schülerin; Studentin; Hispanic; Hispanic Americans; Hispanoamerikaner; Asian immigrant; United States; Asiatischer Einwanderer; USA; Hypothesenprüfung; Hypothesentest; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Item-Response-Theorie; Prädiktor; Statistische Analyse
Abstract	Analyzing Early Childhood Longitudinal Survey--Kindergarten (ECLS-K) data, we examine how exposure to instructional practices influences math test scores at the end of kindergarten for children from different racial/ethnic and socioeconomic backgrounds, and for children with different levels of math skills at kindergarten entry. We also analyze the relationship between socioeconomic background and math academic readiness within racial/ethnic categories. Our results demonstrate that race/ethnicity and levels of math academic readiness moderate the relationship between instructional practices and math achievement. While we find that interactive group activities enhance students' mathematics achievement in kindergarten and that drills enhance math academic achievement of students with high math academic preparedness in kindergarten, we also find that use of manipulatives as well as music and movement have significant negative effects on mathematics achievement of Black students. Given the importance of kindergarten for launching children onto successful academic trajectories, the findings have implications for addressing racial/ethnic and socioeconomic status gaps in mathematics achievement. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10