Making Math Count More for Young Latino Children. Publication #2017-02

Autor/inn/en	Murphey, David; Madill, Rebecca; Guzman, Lina
Institution	Child Trends Hispanic Institute
Titel	Making Math Count More for Young Latino Children. Publication #2017-02
Quelle	(2017), (46 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Quantitative Daten; Hispanic American Students; Kindergarten; Predictor Variables; Achievement Gains; Mathematics Achievement; Mathematics Skills; Mathematics Instruction; Skill Development; Racial Differences; Poverty; Program Effectiveness; White Students; Executive Function; Reading; Parent Role; Teacher Role; Student Needs; Access to Education; Early Childhood Education + Suchen Sie Ihr Suchwort? Hispanic; Hispanic Americans; Student; Students; Hispanoamerikaner; Schüler; Schülerin; Studentin; Prädiktor; Achievement gain; Leistungssteigerung; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Mathematics ability; Mathematics lessons; Mathematikunterricht; Kompetenzentwicklung; Qualifikationsentwicklung; Rassenunterschied; Armut; Leseprozess; Lesen; Parental role; Elternrolle; Lehrerrolle; Education; Access; Bildung; Zugang; Bildungszugang; Early childhood; Frühkindliche Bildung; Frühpädagogik
Abstract	Researchers reviewed existing research and conducted an original analysis of data from a large, nationally representative sample of Latino kindergartners with the aim of understanding what factors are associated with math achievement prior to and during the kindergarten year. This report begins by providing an overview of the research on the importance, starting in early childhood, of mathematics knowledge. It then looks at predictors of children's math scores at the start of the kindergarten year and at predictors of their growth between the beginning and end of kindergarten. Finally, it offers to the diverse groups who have a stake in this issue--policymakers, professional associations and advocacy organizations, educators, and parents--a number of specific recommendations to support early math skill development. [This report was funded by the Televisa Foundation. For the Executive Summary, see ED586348.] (ERIC).
Anmerkungen	Child Trends. 7315 Wisconsin Avenue Suite 1200W, Bethesda, MD 20814. Tel: 240-223-9200; Fax: 240-200-1238; Web site: http://www.childtrends.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01