Relational quantitative reasoning in kindergarten predicts mathematical achievement in third grade
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Date
2016
Publication Type
Journal Article
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yes
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Abstract
Tremendous variation in elementary school children’s mathematical achievement can partly be traced back to differences in early domain-specific quantitative competencies. While previous research mainly focused on numerical magnitude representation and counting, we tested the long-term effects of relational quantitative reasoning. Before children (N = 51) entered school (i.e. at age 5-6), we assessed this competence with a test that required no knowledge about Arabic numerals. Two and a half years later, when children were in third grade of elementary school, we gauged mathematical achievement, general reasoning ability, and reading skills. A multiple regression analysis with mathematical achievement as outcome variable revealed a small but unique impact of children’s relational quantitative reasoning in kindergarten on their later mathematical achievement after controlling for general reasoning and reading abilities. Thus, a considerable amount of individual differences in mathematics achievement in elementary school results from differences in early relational quantity understanding that emerge before systematic instruction starts.
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published
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Journal / series
Volume
2 (2)
Pages / Article No.
77 - 90
Publisher
Leibniz Institute for Psychology Information
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Subject
Mathematical achievement; Quantitative reasoning; Concept of order; General reasoning ability; Longitudinal study
Organisational unit
03753 - Stern, Elsbeth (ehemalig) / Stern, Elsbeth (former)