Keys to the Gate? Equal Sign Knowledge at Second Grade Predicts Fourth-Grade Algebra Competence

Autor/inn/en	Matthews, Percival G.; Fuchs, Lynn S.
Titel	Keys to the Gate? Equal Sign Knowledge at Second Grade Predicts Fourth-Grade Algebra Competence
Quelle	In: Child Development, 91 (2020) 1, (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Matthews, Percival G.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0009-3920
DOI	10.1111/cdev.13144
Schlagwörter	Symbols (Mathematics); Grade 2; Grade 4; Elementary School Students; Algebra; Mathematics Skills; Knowledge Level; Predictor Variables + Suchen Sie Ihr Suchwort? School year 02; 2. Schuljahr; Schuljahr 02; School year 04; 4. Schuljahr; Schuljahr 04; Mathmatics achievement; Mathematics ability; Mathematische Kompetenz; Wissensbasis; Prädiktor
Abstract	Algebraic competence is a major determinant of college access and career prospects, and equal sign knowledge is taken to be foundational to algebra knowledge. However, few studies have documented a causal effect of early equal sign knowledge on later algebra skill. This study assessed whether second-grade students' equal sign knowledge prospectively predicts their fourth-grade algebra knowledge, when controlling for demographic and individual difference factors. Children (N = 177; M[subscript age] = 7.61) were assessed on a battery of tests in Grade 2 and on algebraic knowledge in Grade 4. Second-grade equal sign knowledge was a powerful predictor of these algebraic skills. Findings are discussed in terms of the importance of foregrounding equal sign knowledge to promote effective pedagogy and educational equity. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01