Consequences of Individual Differences in Children's Formal Understanding of Mathematical Equivalence

Autor/inn/en	McNeil, Nicole M.; Hornburg, Caroline Byrd; Devlin, Brianna L.; Carrazza, Cristina; McKeever, Mary O.
Titel	Consequences of Individual Differences in Children's Formal Understanding of Mathematical Equivalence
Quelle	In: Child Development, 90 (2019) 3, S.940-956 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Hornburg, Caroline Byrd)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0009-3920
DOI	10.1111/cdev.12948
Schlagwörter	Individual Differences; Mathematics Skills; Mathematics Achievement; Longitudinal Studies; Prediction; Grade 2; Elementary School Students; Intelligence Quotient; Gender Differences; Socioeconomic Status; Mathematical Concepts; Concept Formation; Misconceptions; Grade 3; Child Development + Suchen Sie Ihr Suchwort? Individueller Unterschied; Mathmatics achievement; Mathematics ability; Mathematische Kompetenz; Mathmatics sikills; Mathematical ability; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Vorhersage; School year 02; 2. Schuljahr; Schuljahr 02; Intelligenzquotient; Geschlechterkonflikt; Socio-economic status; Sozioökonomischer Status; Concept learning; Begriffsbildung; Missverständnis; School year 03; 3. Schuljahr; Schuljahr 03; Kindesentwicklung
Abstract	Experts claim that individual differences in children's formal understanding of mathematical equivalence have consequences for mathematics achievement; however, evidence is lacking. A prospective, longitudinal study was conducted with a diverse sample of 112 children from a midsized city in the Midwestern United States (M[subscript age] [second grade] = 8:1). As hypothesized, understanding of mathematical equivalence in second grade predicted mathematics achievement in third grade, even after controlling for second-grade mathematics achievement, IQ, gender, and socioeconomic status. Most children exhibited poor understanding of mathematical equivalence, but results provide clues about which children are on the path to constructing an understanding and which may need extra support to overcome their misconceptions. Findings suggest that mathematical equivalence may deserve more attention from educators. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01