Mathematics growth in early elementary school: The roles of beginning knowledge, student engagement, and instruction
Mathematics growth in early elementary school: The roles of beginning knowledge, student engagement, and instruction
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DOI：
10.1086/525550
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发表时间：
2007-11-01
影响因子：
1.7
通讯作者：
Farkas, George
中科院分区：
文献类型：
--
作者：
Bodovski, Katerina;Farkas, George
我们使用幼儿纵向研究-幼儿园队列（ECLS-K）数据来检验数学准备水平对后续成就增长的重要性，以及指导和参与在产生这种增长中的功效。ECLS-K在1998年秋季选择了一个具有全国代表性的幼儿园儿童样本，并跟踪这些孩子直到八年级结束。我们采用了由ECLS-K工作人员对学生进行的标准化数学评估。对于那些从幼儿园开始就具有低、中低、中高和高数学技能的学生，我们分别检查了三年级的成就增长，以及教师报告时间对数学教学和学生参与（由教师感知）对这种增长的影响。我们发现，一开始成绩最低的学生在这段时间里也表现出最低的增长。两个最高技能组的学生有相似的增长，而且增长水平最高。最低组的学生接受指导的时间最多，但对指导的参与度最低。接受指导的时间同样提高了所有学生的成绩，但参与的效果在表现最差的一组中最为明显。表现最差的一组的参与度较低，解释了他们在K-3年级成绩增长较低的一半以上。如果要减少数学成绩的不平等，教师必须付出更大的努力来提高这一群体的基础知识和学术参与度。
We used the Early Childhood Longitudinal Study-Kindergarten Cohort (ECLS-K) data to examine how important mathematics readiness levels are to subsequent achievement growth and the efficacy of instruction and engagement in producing such growth. The ECLS-K selected a nationally representative sample of kinder-gartners in fall 1998 and is following these children through the end of eighth grade. We employed the standardized mathematics assessments that were administered to the students by ECLS-K staff. Separately for students who began kindergarten with low, medium-low, medium-high, and high mathematics skill, we examined achievement growth through third grade and the effects of teacher-reported time on mathematics instruction and student engagement (as perceived by the teacher) on such growth. We found that students who began with the lowest achievement also showed the least growth over this period. Students in the two highest skills groups had similar growth, and the highest levels of growth. Students in the lowest group received the most time on instruction but had the lowest engagement with instruction. Time on instruction increased achievement for all students equally, but the effect of engagement was strongest among the lowest-performing group. The lower engagement of the lowest-performing group explained more than half of their lower achievement growth in grades K-3. If inequality in mathematics achievement is to be reduced, teachers must make greater efforts to improve the beginning knowledge and academic engagement of this group.