Enhancing young children’s mathematical knowledge through a pre-kindergarten mathematics intervention

Starkey, Prentice; Klein, Alice; Wakeley, Ann

doi:10.1016/j.ecresq.2004.01.002

Cited by 450 publications

(355 citation statements)

References 16 publications

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“…Moreover, without appropriate intervention, which can be effective (Van Luit and Schopman 2000;Van Nes and Van Eerde 2010), children who start school with poor number sense are likely to remain low achievers throughout school (Aubrey et al 2006;Geary 2013). This is important in light of research that number sense acquisition may be linked to a child's family's socio-economic status in general (Melhuish et al 2008;Starkey et al 2004) and parental education levels in particular (Ivrendi 2011;Penner and Paret 2008).…”

Section: Introductionmentioning

confidence: 99%

Identifying Opportunities for Grade One Children to Acquire Foundational Number Sense: Developing a Framework for Cross Cultural Classroom Analyses

Andrews

Sayers

2014

Early Childhood Educ J

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It is known that an appropriately developed foundational number sense (FONS), or the ability to operate flexibly with number and quantity, is a powerful predictor of young children's later mathematical achievement. However, until now not only has FONS been definitionally elusive but instruments for identifying opportunities for children to acquire its various components have been missing from the classroom observation tools available. In this paper, drawing on a constant comparison analysis of appropriate literature, we outline the development of an eight dimensional FONS framework. We then show, by applying this framework to three culturally diverse European grade one lessons, one English, one Hungarian and one Swedish, that it is both straightforwardly operationalised and amenable to cross cultural analyses of classroom practice. Some implications are discussed.

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Section: Introductionmentioning

confidence: 99%

Identifying Opportunities for Grade One Children to Acquire Foundational Number Sense: Developing a Framework for Cross Cultural Classroom Analyses

Andrews

Sayers

2014

Early Childhood Educ J

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“…Hence, Starkey et al (2004) found that middle-SES parents tend to engage their children more often in complex mathematical activities than low-SES parents. Likewise, Clements and Sarama (2007) observed that low-SES parents less frequently engage in mathematical activities and are less supportive for children's mathematical development than middle-SES parents.…”

Section: Socio-economic Statusmentioning

confidence: 98%

“…Prior research has established consistent relations between children's socioeconomic status (SES) and their early numerical achievement (CLEMENTS; SARAMA, 2011;JORDAN et al, 2006;STARKEY;KLEIN;WAKELEY, 2004). For instance, Starkey et al (2004) reported that, even before the start of Kindergarten, children from middle-SES background outperform children from low-SES background on early number tasks (including counting, number comparison, ordinal number terms, and addition and subtraction).…”

Section: Socio-economic Statusmentioning

confidence: 99%

“…For instance, Starkey et al (2004) reported that, even before the start of Kindergarten, children from middle-SES background outperform children from low-SES background on early number tasks (including counting, number comparison, ordinal number terms, and addition and subtraction). Similarly, Jordan et al (2006) found that low-SES Kindergartners performed poorly on number tasks (including verbal calculation, i.e., story problems, and nonverbal calculation, i.e., problems presented non-verbally with visual referents) as compared to middle-SES peers.…”

Section: Socio-economic Statusmentioning

confidence: 99%

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Ecuadorian kindergartners’ numerical development: contribution of SES, quality of early mathematics education, and school type

et al. 2018

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This study aimed at analyzing the development of Ecuadorian children's early numerical abilities during the Kindergarten year in relation to their SES, the quality of their early mathematics education, and the attended school type. 179 Ecuadorian Kindergartners (18 classrooms, 6 classrooms per school type) were offered a standards-based early numeracy test at both the start and the end of the Kindergarten year. In all classrooms, the quality of early mathematics education was assessed twice via the COEMET instrument. Results first showed rather low scores on the early numeracy test, with only 50% (at the start) up to 70% (at the end) of the items solved correctly, along with large inter-individual differences in these scores. Second, the quality of early mathematics education in the participating classrooms was also rather low. Third, children's early numerical abilities at Kindergarten entry, SES, and school type predicted children's early numerical abilities at the end of the school year. The quality of early mathematics education did not contribute to children's numerical development. We critically discuss our findings in view of optimizing the quality of Ecuadorian early mathematics education as a stepping stone towards enhanced numerical development. KeywordsEarly numerical abilities -Quality of early mathematics education -SES -Kindergarten. Palavras chaveHabilidades numéricas iniciais -Qualidade da educação matemática inicial -Nível sócio econômico (SES) -Pré-escola.

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“…In the United States, there is a persistent gap in mathematics achievement between students from low-income backgrounds and more privileged children-a gap that exists before children enter kindergarten and grows wider during the years that follow (e.g., Levine, Suriyakham, Rowe, Huttenlocher, & Gunderson, 2010;Starkey, Klein, & Wakeley, 2004). Low-income children come to kindergarten with less number knowledge than middle-income children, and this baseline difference accounts for the gap in mathematics achievement seen at the end of third grade (Jordan, Kaplan, Locuniak, & Ramineni, 2007;Jordan, Kaplan, Ramineni, & Locuniak, 2009).…”

Section: Running Head: Learning To Represent Exact Numbersmentioning

confidence: 99%

Learning to represent exact numbers

Sarnecka

2015

Synthese

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This article focuses on how young children acquire concepts for exact, cardinal numbers (e.g., three, seven, two hundred, etc.). I believe that exact numbers are a conceptual structure that was invented by people, and that most children acquire gradually, over a period of months or years during early childhood. This article reviews studies that explore children's number knowledge at various points during this acquisition process. Most of these studies were done in my own lab, and assume the theoretical framework proposed by Carey (2009). In this framework, the counting list ('one,' 'two,' 'three,' etc.) and the counting routine (i.e., reciting the list and pointing to objects, one at a time) form a placeholder structure. Over time, the placeholder structure is gradually filled in with meaning to become a conceptual structure that allows the child to represent exact numbers (e.g., There are 24 children in my class, so I need to bring 24 cupcakes for the party.) A number system is a socially shared, structured set of symbols that pose a learning challenge for children. But once children have acquired a number system, it allows them to represent information (i.e., large, exact cardinal values) that they had no way of representing before.

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Enhancing young children’s mathematical knowledge through a pre-kindergarten mathematics intervention

Cited by 450 publications

References 16 publications

Identifying Opportunities for Grade One Children to Acquire Foundational Number Sense: Developing a Framework for Cross Cultural Classroom Analyses

Identifying Opportunities for Grade One Children to Acquire Foundational Number Sense: Developing a Framework for Cross Cultural Classroom Analyses

Ecuadorian kindergartners’ numerical development: contribution of SES, quality of early mathematics education, and school type

Learning to represent exact numbers

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