Predictors for Mathematics Achievement? Evidence from a Longitudinal Study

Autor/inn/en	Sasanguie, Delphine; Van den Bussche, Eva; Reynvoet, Bert
Titel	Predictors for Mathematics Achievement? Evidence from a Longitudinal Study
Quelle	In: Mind, Brain, and Education, 6 (2012) 3, S.119-128 (10 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1751-2271
DOI	10.1111/j.1751-228X.2012.01147.x
Schlagwörter	Priming; Evidence; Mathematics Achievement; Identification; Program Effectiveness; Longitudinal Studies; Mathematics Instruction; Cognitive Processes; Computation; At Risk Students; Learning Processes; Brain; Predictor Variables; Foreign Countries; Elementary School Mathematics; Belgium + Suchen Sie Ihr Suchwort? Evidenz; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Identifikation; Identifizierung; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Mathematics lessons; Mathematikunterricht; Cognitive process; Kognitiver Prozess; Learning process; Lernprozess; Gehirn; Prädiktor; Ausland; Elementare Mathematik; Schulmathematik; Belgien
Abstract	Numerical processing has been extensively studied by examining the performance on basic number processing tasks, such as number priming, number comparison, and number line estimation. These tasks assess the innate "number sense," which is assumed to be the breeding ground for later mathematics development. Indeed, several studies have associated children's performance in these tasks with individual differences in mathematical achievement. To date, however, most of these studies have cross-sectional designs. Moreover, the few longitudinal studies either use complex tasks (e.g., story problems) or investigate only one of these basic number processing tasks at a time. In this study, we examine the association between the performance of children on several basic number processing tasks and their individual math achievement scores on a curriculum-based test measured 1 year later. Regression analyses showed that most of the variance in children's math achievement was predicted by nonsymbolic number line estimation performance (i.e., estimating large quantities of dots) and, to a lesser extent, the speed of comparing symbolic numbers. This knowledge about the predictive value of the performance of 5- to 7-year-olds on these markers of number processing can help with the early identification of at-risk children. In addition, this information can guide appropriate educational interventions. (Contains 6 tables and 3 figures.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10