Components of Mathematical Competence in Middle Childhood

Autor/in	Wong, Tin-Yau Terry
Titel	Components of Mathematical Competence in Middle Childhood
Quelle	In: Child Development Perspectives, 15 (2021) 1, S.18-23 (6 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Wong, Tin-Yau Terry)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1750-8592
DOI	10.1111/cdep.12394
Schlagwörter	Mathematics Skills; Competence; Predictor Variables; Children; Socioeconomic Status; Adults; Kindergarten; Elementary Education; Comprehension; Symbols (Mathematics) + Suchen Sie Ihr Suchwort? Mathmatics achievement; Mathematics ability; Mathematische Kompetenz; Kompetenz; Prädiktor; Child; Kind; Kinder; Socio-economic status; Sozioökonomischer Status; Elementarunterricht; Verstehen; Verständnis
Abstract	Mathematical competence in middle childhood predicts socioeconomic status in adulthood. Therefore, it is important to understand the components that constitute mathematical competence from kindergarten to sixth grade. Using an analytical approach, in this article, I identify three components: understanding numbers, understanding mathematical symbols and their relevant principles, and converting problems into mathematical expressions. Evidence suggests that all three components significantly predict children's mathematical competence. However, the interrelations of the three components, as well as their unique contributions to overall mathematical competence, remain largely unexaed, with most studies focusing on only one of the three components. Exploring such issues can give researchers and educators a more comprehensive view of mathematical competence in childhood, and can lead to reconsiderations of important theoretical issues. The three-component framework of mathematical competence may also give educators insights on how to improve the mathematical competence of future generations. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01