Early Mathematics Development and Later Achievement: Further Evidence
Early Mathematics Development and Later Achievement: Further Evidence
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DOI：
10.1007/bf03217428
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发表时间：
2006-05-01
影响因子：
1.8
通讯作者：
Godfrey, Ray
中科院分区：
文献类型：
--
作者：
Aubrey, Carol;Dahl, Sarah;Godfrey, Ray
国际上越来越认识到早期学校教育的重要性，并且对早期教育与后期成就的关系表现出兴趣。这篇文章的重点是在新的国家算术战略的前五年里，通过小学跟踪的一群英国学生。它报告了一个有限的纵向研究幼儿的早期数学发展，最初在三个测试周期：在中点和接近年底的接待年（在5岁），并再次在中点的一年（在6岁）。这些周期是在国家标准化评估测试（SAT）的基础上，通过关键阶段1（7年）和关键阶段2（11年）结束的更广泛的进展背景下进行的。结果表明，那些把早期数学知识带到学校的孩子，在小学阶段的数学进步方面确实显得很慢。在小学阶段，数字成绩的重要性增加，解决实际问题仍然是一个重要因素。这一发现是重要的，因为目前的英语课程强调数值计算。它的结论是，如果没有积极的干预，很可能是在正规学校教育开始时，数学知识很少的儿童将保持低成就，在整个小学，可能，超越。
There is a growing international recognition of the importance of the early years of schooling as well as an interest being shown in the relationship of early education to later achievement. This article focuses on a cohort of English pupils who have been tracked through primary school during the first five years of the new National Numeracy Strategy. It reports a limited longitudinal study of young children's early mathematical development, initially within three testing cycles: at the mid point and towards the end of their reception year (at five-years-of-age) and again at the mid point of Year 1 (at six-years-of-age). These cycles were located within the broader context of progress through to the end of Key Stage 1 (at seven-years) and Key Stage 2 (at eleven years) on the basis of national standardised assessment tests (SATs). Results showed that children who bring into school early mathematical knowledge do appear to be advantaged in terms of their mathematical progress through primary school. Numerical attainment increases in importance across the primary years and practical problem solving remains an important element of this. This finding is significant given the current emphasis on numerical calculation in the English curriculum. It is concluded that without active intervention, it is likely that children with little mathematical knowledge at the beginning of formal schooling will remain low achievers throughout their primary years and, probably, beyond.