The Importance of Number Sense to Mathematics Achievement in First and Third Grades

Autor/inn/en	Jordan, Nancy C.; Glutting, Joseph; Ramineni, Chaitanya
Titel	The Importance of Number Sense to Mathematics Achievement in First and Third Grades
Quelle	In: Learning and Individual Differences, 20 (2010) 2, S.82-88 (7 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1041-6080
DOI	10.1016/j.lindif.2009.07.004
Schlagwörter	Mathematics Achievement; Grade 1; Arithmetic; Mathematics Instruction; Cognitive Ability; Grade 3; Elementary School Mathematics; Numeracy; Number Concepts; Competence; Age Differences; Predictor Variables; Correlation; Problem Solving; Mathematics Skills + Suchen Sie Ihr Suchwort? Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; School year 01; 1. Schuljahr; Schuljahr 01; Addition; Arithmetik; Arithmetikunterricht; Rechnen; Mathematics lessons; Mathematikunterricht; Denkfähigkeit; School year 03; 3. Schuljahr; Schuljahr 03; Elementare Mathematik; Schulmathematik; Rechenkompetenz; Number concept; Zahlbegriff; Kompetenz; Age; Difference; Age difference; Altersunterschied; Prädiktor; Korrelation; Problemlösen; Mathematics ability
Abstract	Children's symbolic number sense was examined at the beginning of first grade with a short screen of competencies related to counting, number knowledge, and arithmetic operations. Conventional mathematics achievement was then assessed at the end of both first and third grades. Controlling for age and cognitive abilities (i.e., language, spatial, and memory), number sense made a unique and meaningful contribution to the variance in mathematics achievement at both first and third grades. Furthermore, the strength of the predictions did not weaken over time. Number sense was most strongly related to the ability to solve applied mathematics problems presented in various contexts. The number sense screen taps important intermediate skills that should be considered in the development of early mathematics assessments and interventions. (Contains 6 tables.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10