Content Analysis of Children’s Mathematics Proficiency

Bibliographic Data

ID9729670
AuthorsJoohi Lee (0000-0002-6487-0262, University of Texas at Arlington, TX, USA,, corresponding author), Jill Fox (University of Texas at Arlington, TX, USA), Amber L Brown (0000-0001-7979-4138, University of Texas at Arlington, TX, USA)
Year2011
Volume43
Issue5
Pages627-641
Publication date2011-09-01
Peer ReviewedYes
Open AccessYes
TypeARTICLE
VenueEducation and Urban Society (JOURNAL)
Journal identifiersISSN: 0013-1245 • E-ISSN: 1552-3535
PublisherSAGE Publications (PUBLISHER • US)
DOI10.1177/0013124510380906
OpenAlexW1963765202
LanguageEN
Citations received1
References cited25

In this study, 244 children (average age: 61 months) and their parents from the Dallas and Fort Worth metroplex area in Texas were surveyed to investigate children’s proficiency in mathematics content on numbering, sizes, comparisons, and shapes. The researchers investigated children’s proficiency in mathematics associated with children’s gender, ethnic background, and prekindergarten experience. Major findings of this study were as follows: (a) no gender differences were found in mathematics proficiency in all content areas; (b) among four major ethnic groups of children, White children showed higher proficiency in all mathematics content areas than other racial/ethnic groups including African American, Hispanic, and Asian children; (c) children without prekindergarten experiences outperformed children who had prekindergarten experiences in all mathematics content areas except “numbering.” No significant mean differences were found in “numbering” between these two groups

Content analysis · Developmental psychology · Ethnic group · Mathematics education · Numbering · Racial differences · Social science · Sociology · Cognitive and developmental aspects of mathematical skills · Early Childhood Education and Development · Education Methods and Practices · Mathematics · Psychology

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