Number sense growth in kindergarten:: A longitudinal investigation of children at risk for mathematics difficulties
Number sense growth in kindergarten:: A longitudinal investigation of children at risk for mathematics difficulties
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DOI：
10.1111/j.1467-8624.2006.00862.x
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发表时间：
2006-01-01
影响因子：
4.6
通讯作者：
Locuniak, MN
中科院分区：
文献类型：
--
作者：
Jordan, NC;Kaplan, D;Locuniak, MN
在控制性别、年龄和阅读技能的情况下，对411名中低收入家庭（平均年龄5.8岁）儿童的数感发展进行了4个时间点的研究。虽然低收入家庭的孩子在幼儿园结束时的所有任务都比中等收入家庭的孩子表现得差得多，但两组孩子的进步速度大致相同。一个例外是故事问题，低收入组的速度较慢;两个收入组取得了可比的进展时，同样的问题提出了非语言与视觉参考。保持其他预测因素不变，有小但可靠的性别影响有利于男孩的整体数感表现以及非语言计算。利用增长混合模型，得到了3类数量意义上的增长轨迹。
Number sense development of 411 middle- and low-income kindergartners (mean age 5.8 years) was examined over 4 time points while controlling for gender, age, and reading skill. Although low-income children performed significantly worse than middle-income children at the end of kindergarten on all tasks, both groups progressed at about the same rate. An exception was story problems, on which the low-income group achieved at a slower rate; both income groups made comparable progress when the same problems were presented nonverbally with visual referents. Holding other predictors constant, there were small but reliable gender effects favoring boys on overall number sense performance as well as on nonverbal calculation. Using growth mixture modeling, 3 classes of growth trajectories in number sense emerged.