Early Math Trajectories: Low-Income Children's Mathematics Knowledge From Ages 4 to 11.

Publisher: Blackwell Publishers Country of Publication: United States NLM ID: 0372725 Publication Model: Print-Electronic Cited Medium: Internet ISSN: 1467-8624 (Electronic) Linking ISSN: 00093920 NLM ISO Abbreviation: Child Dev Subsets: MEDLINE

Publication: Malden, MA : Blackwell Publishers
Original Publication: [Chicago, etc.] : Published by the University of Chicago Press for the Society for Research in Child Development [etc.]

Mathematical Concepts*; Academic Performance/*statistics & numerical data ; Child Development/*physiology ; Mathematics/*statistics & numerical data ; Poverty/*statistics & numerical data ; Thinking/*physiology; Child ; Child, Preschool ; Female ; Humans ; Knowledge ; Longitudinal Studies ; Male ; Mathematics/education ; Models, Theoretical ; United States

Early mathematics knowledge is a strong predictor of later academic achievement, but children from low-income families enter school with weak mathematics knowledge. An early math trajectories model is proposed and evaluated within a longitudinal study of 517 low-income American children from ages 4 to 11. This model includes a broad range of math topics, as well as potential pathways from preschool to middle grades mathematics achievement. In preschool, nonsymbolic quantity, counting, and patterning knowledge predicted fifth-grade mathematics achievement. By the end of first grade, symbolic mapping, calculation, and patterning knowledge were the important predictors. Furthermore, the first-grade predictors mediated the relation between preschool math knowledge and fifth-grade mathematics achievement. Findings support the early math trajectories model among low-income children.
(© 2016 The Authors. Child Development © 2016 Society for Research in Child Development, Inc.)

Date Created: 20161207 Date Completed: 20180515 Latest Revision: 20180515

20231215

10.1111/cdev.12662

27921305