Young Children's Core Symbolic and Nonsymbolic Quantitative Knowledge in the Prediction of Later Mathematics Achievement

Autor/inn/en	Geary, David C.; vanMarle, Kristy
Titel	Young Children's Core Symbolic and Nonsymbolic Quantitative Knowledge in the Prediction of Later Mathematics Achievement
Quelle	In: Developmental Psychology, 52 (2016) 12, S.2130-2144 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0012-1649
DOI	10.1037/dev0000214
Schlagwörter	Young Children; Mathematics; Mathematics Achievement; Mathematics Education; Mathematics Instruction; Prediction; Preschool Children; Bayesian Statistics; Regression (Statistics); Executive Function; Symbolic Learning; Intelligence Quotient; At Risk Students; Correlation; Statistical Analysis; Educational Legislation; Elementary Secondary Education; Federal Legislation; Achievement Tests; Cognitive Development; Intelligence Tests; Missouri; Wechsler Preschool and Primary Scale of Intelligence + Suchen Sie Ihr Suchwort? Frühe Kindheit; Mathematik; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Mathematische Bildung; Mathematics lessons; Mathematikunterricht; Vorhersage; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Regression; Regressionsanalyse; Symboldidaktik; Intelligenzquotient; Korrelation; Statistische Analyse; Bildungsrecht; Schulgesetz; Bundesrecht; Achievement test; Achievement; Testing; Test; Tests; Leistungsbeurteilung; Leistungsüberprüfung; Leistung; Testdurchführung; Testen; Kognitive Entwicklung; Intelligence test; Intelligenztest
Abstract	At the beginning of preschool (M = 46 months of age), 197 (94 boys) children were administered tasks that assessed a suite of nonsymbolic and symbolic quantitative competencies as well as their executive functions, verbal and nonverbal intelligence, preliteracy skills, and their parents' education level. The children's mathematics achievement was assessed at the end of preschool (M = 64 months). We used a series of Bayesian and standard regression analyses to winnow this broad set of competencies down to the core subset of quantitative skills that predict later mathematics achievement, controlling other factors. This knowledge included children's fluency in reciting the counting string, their understanding of the cardinal value of number words, and recognition of Arabic numerals, as well as their sensitivity to the relative quantity of 2 collections of objects. The results inform theoretical models of the foundations of children's early quantitative development and have practical implications for the design of early interventions for children at risk for poor long-term mathematics achievement. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01