Reply to the Commentaries on the Math-Fact Retrieval Hypothesis

Royer, James M.; Tronsky, Loel N.; Marchant, Horace G.; Jackson, Stanley J.

doi:10.1006/ceps.1999.1009

Cited by 1 publication

(1 citation statement)

References 23 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…This may be particularly true among high-achieving children because demanding mathematical tasks require more motivation and related effort than does the learning of basic skills. Another explanation is that because there is more variance in math performance among boys than among girls, it follows that among high-achieving pupils, boys are more likely to outperform girls (Geary, 1996; Royer, Tronsky, Marchant, & Jackson, 1999; Willingham & Cole, 1997). No sex differences were found, however, among the low-performing children.…”

Section: Discussionmentioning

confidence: 99%

Developmental Dynamics of Math Performance From Preschool to Grade 2.

Aunola¹,

Leskinen²,

Lerkkanen³

et al. 2004

Journal of Educational Psychology

617

467

View full text Add to dashboard Cite

This study investigated the developmental dynamics of mathematical performance during children's transition from preschool to Grade 2 and the cognitive antecedents of this development. 194 Finnish children were examined 6 times according to their math performance, twice during each year across a 3-year period. Cognitive antecedents, that is, counting ability, visual attention, metacognitive knowledge, and listening comprehension, were tested at the first measurement point. The results indicated that math performance showed high stability and increasing variance over time. Moreover, the growth of math competence was faster among those who entered preschool with an already high level of mathematical skills. The initial level of math performance, as well as its growth, was best predicted by counting ability.

show abstract

Section: Discussionmentioning

confidence: 99%