Developmental Dynamics of Math Performance From Preschool to Grade 2

Autor/inn/en	Aunola, Kaisa; Leskinen, Esko; Lerkkanen, Marja-Kristiina; Nurmi, Jari-Erik
Titel	Developmental Dynamics of Math Performance From Preschool to Grade 2
Quelle	In: Journal of Educational Psychology, 96 (2004) 4, S.699-713 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-0663
Schlagwörter	Cognitive Development; Preschool Children; Elementary School Students; Cognitive Ability; Foreign Countries; Metacognition; Listening Comprehension; Mathematics Achievement; Mathematics Skills; Computation + Suchen Sie Ihr Suchwort? Kognitive Entwicklung; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Denkfähigkeit; Ausland; Meta cognitive ability; Meta-cognition; Metakognitive Fähigkeit; Metakognition; Hörverständnis; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Mathematics ability
Abstract	This study investigated the developmental dynamics of mathematical performance during children's transition from preschool to Grade 2 and the cognitive antecedents of this development. 194 Finnish children were examined 6 times according to their math performance, twice during each year across a 3-year period. Cognitive antecedents, that is, counting ability, visual attention, metacognitive knowledge, and listening comprehension, were tested at the first measurement point. The results indicated that math performance showed high stability and increasing variance over time. Moreover, the growth of math competence was faster among those who entered preschool with an already high level of mathematical skills. The initial level of math performance, as well as its growth, was best predicted by counting ability. (Author).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10