Early math matters: kindergarten number competence and later mathematics outcomes.
Early math matters: kindergarten number competence and later mathematics outcomes.
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DOI：
10.1037/a0014939
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发表时间：
2009-05
影响因子：
4
通讯作者：
Locuniak, Maria N.
中科院分区：
文献类型：
--
作者：
Jordan, Nancy C.;Kaplan, David;Ramineni, Chaitanya;Locuniak, Maria N.
儿童的数量能力超过6个时间点，从幼儿园开始到一年级中间，进行了检查，他们的数学成绩超过5个以后的时间点，从一年级结束到三年级结束。在整个研究期间，早期数字能力和数学成绩之间的关系是强大的和显着的。序贯过程增长曲线模型表明，幼儿园的数字能力预测的增长率之间的数学成绩的第一和第三年级以及通过第三年级的成就水平。此外，早期数字能力的增长率预测数学成绩水平在3年级。虽然低收入家庭的儿童在数学成绩上的表现比中等收入家庭的儿童差，而且进步的速度较慢，但他们的表现和成长是通过相对较弱的幼儿园数字能力来调节的。同样，幼儿园数字能力也解释了年龄较大的幼儿在幼儿园表现更好、成长更快的原因。研究结果表明，早期的数字能力的重要性，在小学数学设置儿童的学习轨迹。
Children’s number competencies over 6 time points, from the beginning of kindergarten to the middle of 1st grade, were examined in relation to their mathematics achievement over 5 later time points, from the end of 1st grade to the end of 3rd grade. The relation between early number competence and mathematics achievement was strong and significant throughout the study period. A sequential process growth curve model showed that kindergarten number competence predicted rate of growth in mathematics achievement between 1st and 3rd grades as well as achievement level through 3rd grade. Further, rate of growth in early number competence predicted mathematics performance level in 3rd grade. Although low-income children performed more poorly than their middle-income counterparts in mathematics achievement and progressed at a slower rate, their performance and growth were mediated through relatively weak kindergarten number competence. Similarly, the better performance and faster growth of children who entered kindergarten at an older age were explained by kindergarten number competence. The findings show the importance of early number competence for setting children’s learning trajectories in elementary school mathematics.
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影响因子：
2.6
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通讯作者：
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作者：
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