Early development of quantity to number-word linkage as a precursor of mathematical school achievement and mathematical difficulties: Findings from a four-year longitudinal study |
| |
| Authors: | Kristin Krajewski Wolfgang Schneider |
| |
| Institution: | aGerman Institute for International Educational Research, Schloßstr. 29, D-60486 Frankfurt, Germany;bDepartment of Psychology, University of Würzburg, Röntgenring 10, D-97070 Würzburg, Germany |
| |
| Abstract: | This article reports results of a four-year longitudinal study that investigated the impact of specific and non-specific precursors on mathematical school achievement. Preschool quantity-number competencies (QNC) predicted mathematical achievement in primary school. Furthermore, basic arithmetic fact retrieval in Grade 1 had an impact on early mathematics school achievement. The influence of socioeconomic status and number naming speed, assessed in kindergarten, became especially important at the end of Grade 4. Particularly, a subgroup of mathematically low-achieving children in Grade 4 had already performed more poorly than normal children in tasks assessing preschool QNC, number naming speed, and basic arithmetic fact retrieval, as well as nonverbal intelligence and socioeconomic status. |
| |
| Keywords: | Mathematical development Quantity to number-word linkage Mathematical precursors Mathematical achievement Mathematical difficulties |
| 本文献已被 ScienceDirect 等数据库收录！ |
|
