Early Math Trajectories
Low-Income Children's Mathematics Knowledge From Ages 4 to 11
Bibliographic Data
| ID | 23328010 |
|---|---|
| Authors | Bethany Rittle‐johnson (0000-0001-8001-942X, Vanderbilt University, corresponding author), Bethany Rittle-Johnson (Vanderbilt University), Emily R Fyfe (0000-0002-5420-360X, Indiana University), Kerry G Hofer (Abt Associates), Dale C Farran (0000-0002-4072-8667, Vanderbilt University) |
| Year | 2017 |
| Volume | 88 |
| Issue | 5 |
| Pages | 1727-1742 |
| Publication date | 2017-09-01 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Child Development (JOURNAL) |
| Journal identifiers | ISSN: 0009-3920 • E-ISSN: 1467-8624 |
| Publisher | Oxford University Press (OUP) (PUBLISHER) |
| DOI | 10.1111/cdev.12662 |
| PMID | 27921305 |
| OpenAlex | W2560530429 |
| Language | EN |
| Citations received | 58 |
| References cited | 52 |
Early mathematics knowledge is a strong predictor of later academic achievement, but children from low-income families enter school with weak mathematics knowledge. An early math trajectories model is proposed and evaluated within a longitudinal study of 517 low-income American children from ages 4 to 11. This model includes a broad range of math topics, as well as potential pathways from preschool to middle grades mathematics achievement. In preschool, nonsymbolic quantity, counting, and patterning knowledge predicted fifth-grade mathematics achievement. By the end of first grade, symbolic mapping, calculation, and patterning knowledge were the important predictors. Furthermore, the first-grade predictors mediated the relation between preschool math knowledge and fifth-grade mathematics achievement. Findings support the early math trajectories model among low-income children.
Academic achievement · Developmental psychology · Knowledge level · Low income · Mathematics education · Cognitive and developmental aspects of mathematical skills · Education Methods and Practices · Mathematics Education and Teaching Techniques · Psychology
The roles of patterning and spatial skills in early mathematics development
Stability and instability in the co-development of mathematics, executive function skills, and visual-motor integration from prekindergarten to first grade
Can training in the approximate number system improve the informal mathematics ability of preschoolers
Socio-Economic and Cultural Context in the Development of Early Mathematical Competencies
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The Relation Between Patterning Skills and Children’s Mathematical Achievement
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Unraveling the role of patterning ability in preschool children’s Chinese reading and mathematics through distinct phonological processing pathways
Pattern recognition and generalization in 4-year-olds
Evaluation of a community-based, hybrid STEM family engagement program at pre-kindergarten entry
The association between visual-spatial skills and preschoolers’ arithmetic ability
Identifying stages of pattern recognition. Evidence for a hierarchical stage model
How Sustainable Are Claims about Evidence-Based Content in Australian Courses for Preparing Special Educators
Relations between Subdomains of Home Math Activities and Corresponding Math Skills in 4-Year-Old Children
Developing mathematical patterning in ECE classrooms
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How does the modern home environment impact children's mathematics knowledge? Evidence from Canadian elementary children's digital home numeracy practice (DHNP)
Supporting the development of early mathematics by targeting different component skills
Ecuadorian children’s repeating patterning abilities and its association with early mathematical abilities
Mathematics achievement in the last year of primary school. Longitudinal relationship with general cognitive skills and prior mathematics knowledge
Relations between complexity and difficulty on repeating-pattern tasks in early childhood ( Relaciones entre complejidad y dificultad en tareas con patrones reiterativos en la primera infancia )
Starting Well
Phonological Processing, Visuospatial Skills, and Pattern Understanding in Chinese Developmental Dyscalculia
Repeating and growing patterns in early mathematics textbooks
Dyscalculia and Typical Math Achievement Are Associated With Individual Differences in Number-Specific Executive Function
Links between repeating and growing pattern knowledge and math outcomes in children and adults
Cognitive characteristics of children with high mathematics achievement before they start formal schooling
Associations Between Repeating Patterning, Growing Patterning, and Numerical Ability
Executive function and Chinese preschoolers' early mathematical skills
What the hands tell us about mathematical learning
Structure and development of kindergarten children’s mathematical competence
Relations among language comprehension, oral counting, and numeral knowledge of ethnic and racial minority young children from low-income communities
Four-year olds’ understanding of repeating and growing patterns and its association with early numerical ability
Developmental differences in children's and adults’ strategies on a repeating pattern task
Pattern understanding is a predictor of early reading and arithmetic skills
Dimensionality of preschoolers’ informal mathematical abilities
The home math environment
Not All Math Activities Are Equal in Terms of Gender Stereotypes
Examining the Relation Between IEP Status, Testing Accommodations, and Elementary Students’ Eqao Mathematics Achievement
Testing block play as an effective mechanism for promoting early math, executive function, and spatial skills in preschoolers from low-income backgrounds
A video-based approach to investigating intentional teaching of mathematics in Chinese kindergartens
Influencia del contexto de enseñanza en la representación de patrones en educación infantil
What is early math
The role of patterning skill in cognitive development and learning
Exploring the development and stimulation of Spontaneous Focusing On Patterns (SFOP)
Spontaneous focus on patterns and arithmetic skill in 4- to 6-year-old children
Executive function, math, and spatial skills in English learners and English speakers
A longitudinal study on the predictors of early grades learning attainments in low-and-middle-income countries
The relationship between numerical mapping abilities, maths achievement and socioeconomic status in 4‐ and 5‐year‐old children
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Are preschoolers who spontaneously create patterns better in mathematics
Number Sense Growth in Kindergarten
Relating Effortful Control, Executive Function, and False Belief Understanding to Emerging Math and Literacy Ability in Kindergarten
Enduring Links From Childhood Mathematics and Reading Achievement to Adult Socioeconomic Status
Development of a measure of early mathematics achievement using the Rasch model
Relations of different types of numerical magnitude representations to each other and to mathematics achievement
Exploring the impact of phonological awareness, visual–spatial working memory, and preschool quantity–number competencies on mathematics achievement in elementary school
Pathways to Mathematics
The Relation Between Space and Math
Mapping numerical magnitudes onto symbols
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Formal and informal home learning activities in relation to children’s early numeracy and literacy skills
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How do symbolic and non-symbolic numerical magnitude processing skills relate to individual differences in children's mathematical skills? A review of evidence from brain and behavior
Asymptotic and resampling strategies for assessing and comparing indirect effects in multiple mediator models
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Preschoolers’ strategies for solving visual pattern tasks
The Role of Comprehension Monitoring, Theory of Mind, and Vocabulary Depth in Predicting Story Comprehension and Recall of Kindergarten Children
Contributions of domain-general cognitive resources and different forms of arithmetic development to pre-algebraic knowledge
A longitudinal analysis of estimation, counting skills, and mathematical ability across the first school year
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Early math matters
What’s Past Is Prologue
Informal Numeracy Skills
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Links between behavioral regulation and preschoolers' literacy, vocabulary, and math skills
How numeracy influences risk comprehension and medical decision making
| Unique citing works | 58 |
|---|---|
| Citations per year | 7,25 |
| Citation span | 2018 - 2026 (9) |
| Citation velocity | current |
| Highly cited | No |
| Citation types | Neutral: 55 |