The Predictive Value of Numerical Magnitude Comparison for Individual Differences in Mathematics Achievement

Autor/inn/en	De Smedt, Bert; Verschaffel, Lieven; Ghesquiere, Pol
Titel	The Predictive Value of Numerical Magnitude Comparison for Individual Differences in Mathematics Achievement
Quelle	In: Journal of Experimental Child Psychology, 103 (2009) 4, S.469-479 (11 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-0965
DOI	10.1016/j.jecp.2009.01.010
Schlagwörter	Mathematics Achievement; Achievement Tests; Individual Differences; Prediction; Longitudinal Studies; Task Analysis; Comparative Analysis; Reaction Time; Mathematics Tests; Regression (Statistics) + Suchen Sie Ihr Suchwort? Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Achievement test; Achievement; Testing; Test; Tests; Leistungsbeurteilung; Leistungsüberprüfung; Leistung; Testdurchführung; Testen; Individueller Unterschied; Vorhersage; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Aufgabenanalyse; Reaktionsvermögen; Regression; Regressionsanalyse
Abstract	Although it has been proposed that the ability to compare numerical magnitudes is related to mathematics achievement, it is not clear whether this ability "predicts" individual differences in later mathematics achievement. The current study addressed this question in typically developing children by means of a longitudinal design that examined the relationship between a number comparison task assessed at the start of formal schooling (mean age=6 years 4 months) and a general mathematics achievement test administered 1 year later. Our findings provide longitudinal evidence that the size of the individual's distance effect, calculated on the basis of reaction times, was "predictively" related to mathematics achievement. Regression analyses showed that this association was independent of age, intellectual ability, and speed of number identification. (Contains 5 tables and 1 figure.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10