id: 06645051
dt: j
an: 2016f.00828
au: Laski, Elida V.; Schiffman, Joanna; Shen, Chen; Vasilyeva, Marina
ti: Kindergartnersâ€™ base-10 knowledge predicts arithmetic accuracy
concurrently and longitudinally.
so: Learn. Individ. Differ. 50, 234-239 (2016).
py: 2016
pu: Elsevier, Amsterdam
la: EN
cc: F21 F31 C31
ut: base-10 knowledge; arithmetic; place-value concept; strategy; early
childhood
ci:
li: doi:10.1016/j.lindif.2016.08.004
ab: Summary: Childrenâ€™s early knowledge of the base-10 structure of
multi-digit numbers has been hypothesized to play a critical role in
subsequent learning of mathematics, in particular arithmetic
operations. The present study investigated the relation between
base-10/place value understanding and arithmetic accuracy in early
elementary school. Children were assessed in kindergarten ($N=90$) and
then a subgroup of participants was assessed again two years later in
second grade ($N=21$). Mediation analyses indicated that, in
kindergarten, base-10 knowledge had a direct effect on arithmetic
accuracy as well as an indirect effect through the use of a
decomposition strategy. Furthermore, kindergarten base-10 knowledge had
a direct effect on arithmetic accuracy in second grade and an indirect
effect through second grade place-value notation understanding.
Implications for understanding early mathematical development are
discussed.
rv: