Mathematics Skills of Kosovar Primary School Children: A Special View on Children with Mathematical Learning Difficulties

Autor/inn/en	Salihu, Linda; Räsänen, Pekka
Titel	Mathematics Skills of Kosovar Primary School Children: A Special View on Children with Mathematical Learning Difficulties
Quelle	In: International Electronic Journal of Elementary Education, 10 (2018) 4, S.421-430 (10 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1307-9298
Schlagwörter	Foreign Countries; Mathematics Skills; Elementary School Students; Gender Differences; Place of Residence; Socioeconomic Status; Academic Achievement; Learning Problems; Grade 4; Low Achievement; Influences; Mathematics Achievement; Reading Comprehension; Achievement Tests; Mathematics Tests; Nonverbal Ability; Intelligence Tests; Statistical Analysis; Kosovo; Raven Progressive Matrices + Suchen Sie Ihr Suchwort? Ausland; Mathmatics achievement; Mathematics ability; Mathematische Kompetenz; Geschlechterkonflikt; Wohnort; Socio-economic status; Sozioökonomischer Status; Schulleistung; Lernproblem; School year 04; 4. Schuljahr; Schuljahr 04; Unterdurchschnittliche Leistung; Influence; Einfluss; Einflussfaktor; Mathmatics sikills; Mathematical ability; Leseverstehen; Achievement test; Achievement; Testing; Test; Tests; Leistungsbeurteilung; Leistungsüberprüfung; Leistung; Testdurchführung; Testen; Intelligence test; Intelligenztest; Statistische Analyse
Abstract	The present study examined the development of mathematics skills of Kosovar primary school children in terms of their gender, living area, socio-economic status, and achievement level. A special emphasis was placed on longitudinal investigations of the development of mathematics skills in children with learning difficulties in mathematics over a 2-year and 4-month period. Participants were 553 fourth-graders, 85 of whom identified with mathematical learning difficulties were classified into two subgroups: children with low mathematics achievement and children with limited mathematics ability. Results have shown that there were no gender differences in mathematics achievement. Children's living areas as well as their socio-economic status were observed to have a substantial impact on math performance. The performance level of limited math ability children was lower as compared to low math achieving children on all of the measures assessing math outcomes and reading comprehension. Findings indicate that a majority of the limited math ability group members still met the cutoff criterion after more than 2 years of school attendance. (As Provided).
Anmerkungen	International Electronic Journal of Elementary Education. T&K Akademic Rosendalsvein 45, Oslo 1166, Norway. e-mail: iejee@iejee.com; Web site: https://www.iejee.com/index.php/IEJEE/index
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01