Early math interest and the development of math skills.

Abstract

Prior models suggest that math attitudes and ability might strengthen each other over time in a reciprocal fashion (Ma, 1997). The current study investigated the relationship between math interest and skill both concurrently and over time in a preschool sample. Analyses of concurrent relationships indicated that high levels of interest were related to strong math skills. Even when controlling for initial interest and a brief intelligence measure, math skills predicted math interest approximately 5 months later; in the same way, early interest predicted later skill, even controlling for initial interest. These findings suggest that a reciprocal relationship between math interest and math ability may be in place as early as preschool.

Primary School Age Students' Spontaneous Comments about Math Reveal Emerging Dispositions Linked to Later Mathematics Achievement

“…Although our findings do not indicate causal pathways, they are consistent with evidence that primary school aged students' interests or beliefs about mathematics affect their achievement level or reflect risk status for future math outcome [2,4]. The predictive contribution of grade 2 specificity ratings to math scores at grade 3 suggests associations emerging in early childhood.…”

“…The recent interest in measuring beliefs about mathematics in early childhood (e.g., [2,3]) has yielded evidence of a reciprocal relationship between math interest or beliefs and math ability, even in preschoolers [4]. Accordingly, in this study we ask whether children's spontaneous conversations 2 Child Development Research about math reveal tendencies in their beliefs.…”

“…Ratings of children's math self-perception and their enjoyment of mathematics are objectively measureable in elementary Child Development Research 3 school aged children [13][14][15]28] and earlier [4]. Here, we propose that discourse may serve not only as a means for parents and teachers of young children to help shape a positive disposition towards math through adult-initiated "math talk," but also as a means for adults to glean information about a child's emerging disposition, despite the fact that dialogues are no substitute for formal screening and diagnostic assessments of risk for poor math outcomes.…”

Asian students in Australia: sources of the academic self

“…It forms a major element for sustainable motivation and long-term success. Since the early days of motivation research, academic affect has been associated with academic achievement in specific academic domains such as mathematics (Fisher, Dobbs-Oates, Doctoroff, & Arnold, 2012), science (Patall, 2013) and language (Gardner, Masgoret, Tennant, & Mihic, 2004). Yeung and Kaur (2012), considering how positive affect to learning may influence academic outcomes, suggest that students' affect can lead to positive educational outcomes that are desirable for personal development.…”

Mathematics Awareness Month

“…21,24,25 In preschoolers, indicators of interest in math, such as through play choices, appear positively correlated with concurrent and later math ability. Dispositions toward mathematics reflect motivational, metacognitive, and affective factors, like showing an interest in or enjoyment of mathematical activities, recognizing the contribution of effort to successful problem solving, orin contrast-feeling anxious at the mere thought of computation.…”