Arithmetic fact mastery in young children: A longitudinal investigation
Arithmetic fact mastery in young children: A longitudinal investigation
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DOI：
10.1016/s0022-0965(03)00032-8
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发表时间：
2003-06-01
影响因子：
2.6
通讯作者：
Kaplan, D
中科院分区：
文献类型：
--
作者：
Jordan, NC;Hanich, LB;Kaplan, D
在三年级结束时，将算术事实掌握较差的儿童（n = 45）与算术事实掌握较好的同龄儿童（n = 60）在阅读和数学相关能力方面进行比较。孩子们在二年级和三年级进行纵向评估。当智商等预测变量保持不变时，掌握事实较差的组和掌握事实较好的组的表现大致相同，在数学故事问题和广泛阅读成绩上的进步速度也相当。两组学生在广义数学成绩上的进步速度也相当，尽管对事实掌握程度较差的孩子的成绩明显较低。在研究期间，事实掌握较差的儿童在定时数字事实上的增长非常小，尽管在其他数学领域有正常的增长。事实上，掌握的缺陷是高度持久的，似乎与阅读和语言能力无关。(C) 2003 Elsevier Science（美国）版权所有。
Children with poor arithmetic fact mastery (n = 45) at the end of third grade were compared to grade-level peers with good arithmetic fact mastery (n = 60) in competencies related to reading and mathematics. Children were assessed longitudinally across second and third grades. When predictor variables such as IQ were held constant, the poor fact mastery and good fact mastery groups performed at about the same level and progressed at a comparable rate on math story problems and on broad reading achievement. The groups also progressed at a comparable rate on broad math achievement, although children with poor fact mastery performed at a significantly lower level. Children with poor fact mastery showed remarkably little growth on timed number facts during the study period, despite normal growth in other areas of mathematics. Deficits in fact mastery are highly persistent and appear to be independent of reading and language abilities. (C) 2003 Elsevier Science (USA). All rights reserved.