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

Rittle‐Johnson, Bethany; Fyfe, Emily R.; Hofer, Kerry G.; Farran, Dale C.

doi:10.1111/cdev.12662

Cited by 137 publications

(111 citation statements)

References 65 publications

(78 reference statements)

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“…Coefficients of determination indicate that at the end of kindergarten about 16% of the differences in their mathematics achievement was linearly related to difference in their patterning ability, as measured here. This relation is in line with the longitudinal study by Rittle-Johnson et al (2016), the findings of Miller et al, (2016) for preschoolers, and the findings of Kidd et al (2013), Kidd et al (2014),…”

Section: Major Findingssupporting

confidence: 90%

Patterns, Mathematics, Early Literacy, and Executive Functions

Kidd¹,

Lyu²,

Peterson³

et al. 2019

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In the fall, kindergartners from 21 classrooms in four urban schools were randomly formed into trios and taught either mathematics or early literacy or social studies, or six types of complex patterns. Measures of mathematics, early literacy, executive functions (EF), and understanding of complex patterns were collected in late spring. Exploratory factor analysis indicated that the early literacy measures, one measure of inhibition, and both mathematics measures comprised one factor. Another inhibition measure, cognitive flexibility, working memory, patterning, and the computation mathematics measure comprised another factor. The correlations obtained and the factor analysis distinguish the cognitive and achievement measures and show the relations between them.

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Section: Major Findingssupporting

confidence: 90%

Patterns, Mathematics, Early Literacy, and Executive Functions

Kidd¹,

Lyu²,

Peterson³

et al. 2019

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“…The number sequences used (42,668, 43,668, ?, 45,668, 46,668 is one of the simplest) are much more complex than the alternations used in early education, and the children were older. The study converges with those of Rittle-Johnson, Hofer et al (2015) and Psychology …”

Section: Longitudinal Study Of Complex Patternssupporting

confidence: 86%

Empirical Studies of Patterning

Pasnak¹

2017

PSYCH

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Young children have been taught simple sequences of alternating shapes and colors, referred to as "patterning", for the past half century in the hope that their understanding of prealgebra and their mathematics achievement would be improved. The evidence that such patterning instruction actually improves children's academic achievement is scanty. However, recent research shows that instruction on more complex patterns produces advances in both mathematics and reading achievement. Patterning instruction should change accordingly. Further research is needed to assess the cognitive mechanisms involved, which children benefit from such instruction, and the patterns that will produce the greatest gains.

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“…Scale scores in the KM‐3 are age normed to reflect population means of 10 ( SD = 3) for each subtest. We averaged scale scores from the three subscales into a composite measure (KM composite) as in previous analyses involving the current sample (Price & Wilkey, ; Rittle‐Johnson, Fyfe, Hofer, & Farran, ). This score was then converted to a percentile rank to compose mathematics achievement groups across measures of mathematics achievement in the early grades (Pre‐K‐first grade) and late measures of mathematics achievement (fifth grade to seventh grade).…”

Section: Methodsmentioning

confidence: 99%

Dyscalculia and Typical Math Achievement Are Associated With Individual Differences in Number‐Specific Executive Function

2018

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Deficits in numerical magnitude perception characterize the mathematics learning disability developmental dyscalculia (DD), but recent studies suggest the relation stems from inhibitory control demands from incongruent visual cues in the nonsymbolic number comparison task. This study investigated the relation among magnitude perception during differing congruency conditions, executive function, and mathematics achievement measured longitudinally in children (n = 448) from ages 4 to 13. This relation was investigated across achievement groups and as it related to mathematics across the full range of achievement. Only performance on incongruent trials related to achievement. Findings indicate that executive function in a numerical context, beyond magnitude perception or executive function in a non‐numerical context, relates to DD and mathematics across a wide range of achievement.

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

Cited by 137 publications

References 65 publications

Patterns, Mathematics, Early Literacy, and Executive Functions

Patterns, Mathematics, Early Literacy, and Executive Functions

Empirical Studies of Patterning

Dyscalculia and Typical Math Achievement Are Associated With Individual Differences in Number‐Specific Executive Function

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