id: 06603334
dt: j
an: 2016e.00192
au: Nguyen, Tutrang; Watts, Tyler W.; Duncan, Greg J.; Clements, Douglas H.;
Sarama, Julie S.; Wolfe, Christopher; Spitler, Mary Elaine
ti: Which preschool mathematics competencies are most predictive of fifth grade
achievement?
so: Early Child. Res. Q. 36, 550-560 (2016).
py: 2016
pu: Elsevier, New York, NY; National Association for the Education of Young
Children (NAEYC), Washington, DC
la: EN
cc: C41 C33 F20 F30
ut: mathematics achievement; early childhood; at-risk students
ci:
li: doi:10.1016/j.ecresq.2016.02.003
ab: Summary: In an effort to promote best practices regarding mathematics
teaching and learning at the preschool level, national advisory panels
and organizations have emphasized the importance of childrenâ€™s
emergent counting and related competencies, such as the ability to
verbally count, maintain one-to-one correspondence, count with
cardinality, subitize, and count forward or backward from a given
number. However, little research has investigated whether the kind of
mathematical knowledge promoted by the various standards documents
actually predict later mathematics achievement. The present study uses
longitudinal data from a primarily low-income and minority sample of
children to examine the extent to which preschool mathematical
competencies, specifically basic and advanced counting, predict fifth
grade mathematics achievement. Using regression analyses, we find early
numeracy abilities to be the strongest predictors of later mathematics
achievement, with advanced counting competencies more predictive than
basic counting competencies. Our results highlight the significance of
preschool mathematics knowledge for future academic achievement.
rv: