Mathematical Competencies of Negro and Non-Negro Children Entering School
Bibliographic Data
| ID | 4049375 |
|---|---|
| Authors | Robert E Rea, Robert E Reys (0000-0003-2724-100X) |
| Year | 1971 |
| Volume | 40 |
| Issue | 1 |
| Pages | 12 |
| Publication date | 1971-01-01 |
| Peer Reviewed | Yes |
| Open Access | No |
| Type | ARTICLE |
| Venue | The Journal of Negro Education (JOURNAL) |
| Journal identifiers | ISSN: 0022-2984 • E-ISSN: 2167-6437 |
| Publisher | JSTOR (PUBLISHER) |
| DOI | 10.2307/2966918 |
| OpenAlex | W2090996217 |
| Language | EN |
| References cited | 2 |
How do entering kindergarteners from an all Negro community compare in mathematics achievement with Negroes from surrounding municipalities? How does each of these groups of entering kindergarteners compare in mathematics achievement with non-Negro youngsters? The racial aspect of achievement and intelligence continues to raise the naturenurture controversy. Shuey cited 72 studies in which a total of 36,000 Negro children were tested, and the average IQ was found to be 85 (9). This suggested to her a genetic difference. Klineberg, on the other hand, felt these studies suggested environmental factors which contributed to the IQ variation (3). The latter contention has been supported by studies reporting changes in IQ which have resulted from environmental changes such as migration and special educational programs. This controversy has been recently rekindled by Jensen who has developed a case for the primacy of heredity with respect to intelligence (2)
Mathematics education · Sociology · Cognitive Abilities and Testing · Cognitive and developmental aspects of mathematical skills · Psychology
| Citation velocity | historical |
|---|---|
| Highly cited | No |