The DOI matches its Crossref record; 98 of the 98 references it cites were found in a registry or an index.
Socioeconomic variation, number competence, and mathematics learning difficulties in young children
Open accessAbstract
As a group, children from disadvantaged, low‐income families perform substantially worse in mathematics than their counterparts from higher‐income families. Minority children are disproportionately represented in low‐income populations, resulting in significant racial and social‐class disparities in mathematics learning linked to diminished learning opportunities. The consequences of poor mathematics achievement are serious for daily functioning and for career advancement. This article provides an overview of children's mathematics difficulties in relation to socioeconomic status (SES). We review foundations for early mathematics learning and key characteristics of mathematics learning difficulties. A particular focus is the delays or deficiencies in number competencies exhibited by low‐income children entering school. Weaknesses in number competence can be reliably identified in early childhood, and there is good evidence that most children have the capacity to develop number competence that lays the foundation for later learning. © 2009 Wiley‐Liss, Inc. Dev Disabil Res Rev 2009;15:60–68.
Overview
The claims and statistics of this paper haven’t been checked yet.
Run the check — free, no account needed. It reads the open-access text and checks the sources it cites.
Integrity signals
Registry
Cites
Statistics
Verification
Claims the paper makes
The claims and statistics of this paper haven’t been checked yet.
Run the check — free, no account needed. It reads the open-access text and checks the sources it cites.
Self-check
Percentages, sums and reported differences re-computed from the paper’s own numbers.
The self-check needs the paper’s full text.
Citations
Cites
National Council of Teachers of Mathematics
(1979) · The Mathematics Teacher · doi:10.5951/mt.72.8.0637 · Cited by 8,499
Adding It Up: Helping Children Learn Mathematics
Kilpatrick, J., Swafford, J. O., & Findell, B. R. (2013) · DSpace Biblioteca Universidad de Talca (Universidad de Talca) · Cited by 4,081
Feigenson, L., Dehaene, S., & Spelke, E. (2004) · Trends in Cognitive Sciences · doi:10.1016/j.tics.2004.05.002 · Cited by 2,466
The Number Sense: How the Mind Creates Mathematics.
Hersh, R., & Dehaene, S. (1998) · The American Mathematical Monthly · doi:10.2307/2589308 · Cited by 2,052
The number sense: how the mind creates mathematics
(1998) · Choice Reviews Online · doi:10.5860/choice.35-4185 · Cited by 1,969
Addition and subtraction by human infants
Wynn, K. (1992) · Nature · doi:10.1038/358749a0 · Cited by 1,844
Advances in Child Development and Behavior
(2008) · Advances in Child Development and Behavior · doi:10.1016/s0065-2407(08)00013-x · Cited by 1,758
The Child's Understanding of Number
Fuson, K. C., Gelman, R., & Gallistel, C. R. (1979) · Journal for Research in Mathematics Education · doi:10.2307/748455 · Cited by 1,717
The Child's Understanding of Number
Easley, U. A., Gelman, R., & Galistell, C. H. (1979) · Educational Researcher · doi:10.2307/1175067 · Cited by 1,649
Large number discrimination in 6-month-old infants
Xu, F., & Spelke, E. S. (2000) · Cognition · doi:10.1016/s0010-0277(99)00066-9 · Cited by 1,531
Cited by
Purpura, D. J., & Reid, E. E. (2016) · Early Childhood Research Quarterly · doi:10.1016/j.ecresq.2015.12.020 · Cited by 283
Math talk during informal learning activities in Head Start families
Ramani, G. B., Rowe, M. L., Eason, S. H., & Leech, K. A. (2015) · Cognitive Development · doi:10.1016/j.cogdev.2014.11.002 · Cited by 277
Does puberty mark a transition in sensitive periods for plasticity in the associative neocortex?
Piekarski, D. J., Johnson, C. M., Boivin, J. R., Thomas, A. W., Lin, W. C., Delevich, K., M. Galarce, E., & Wilbrecht, L. (2017) · Brain Research · doi:10.1016/j.brainres.2016.08.042 · Cited by 175
Raising early achievement in math with interactive apps: A randomized control trial.
Outhwaite, L. A., Faulder, M., Gulliford, A., & Pitchford, N. J. (2019) · Journal of Educational Psychology · doi:10.1037/edu0000286 · Cited by 124
“…for a greater focus on learning math at the start of school (APPG, 2014; Ofsted, 2018; Pitchford et al., 2016) through effective, efficient, and evidence-based interventions to support early math development and raise math achievement (Butterworth, Varma, & Laurillard, 2011; Jordan & Levine, 2009).”
BackgroundSelf-reported learning difficulties and dietary intake in Norwegian adolescents
Øverby, N. C., Lüdemann, E., & Høigaard, R. (2013) · Scandinavian Journal of Public Health · doi:10.1177/1403494813487449 · Cited by 81
Metadata
- Authors
- Jordan, N. C., & Levine, S. C.
- Venue
- Developmental Disabilities Research Reviews
- Publisher
- Wiley
- Published
- 2009-01
- Volume
- 15
- Issue
- 1
- Pages
- 60-68
- ISSN
- 1940-5510 (ISSN-L)
- 1940-5529
- OpenAlex
- W2054296176
- Cited by
- 349
- References
- 98
- FWCI
- 6.29
- Type
- journal article
- Language
- en
- Open access
- bronze
About these checks
Registry, retraction, Cites and statistics results are computed, not judged, with one exception: a printed reference that no index lists is read once by a model before it counts as a citation error. Claims are extracted by a model and kept only when their quote appears verbatim in the text; each cited source is then checked, with a model’s help, for whether it says what the claim relies on. Those verdicts can be wrong — read the claim’s quote and the cited source before relying on one.
Statistics and arithmetic are recomputed, not judged.
Confidence bands are shown only for fields calibrated on our annotated test set. None is calibrated yet, so no band is shown.
What counts as a claim ›How we measure confidence ›How we check this ›
Are you an author, or do you see a problem with this page? Request a review
How to cite
Cite CoChat for the checks on this page, and the paper for its own findings.
- This page
- CoChat. (2026). Citation check: Socioeconomic variation, number competence, and mathematics learning difficulties in young children. https://app.cochat.ai/papers/10.1002/ddrr.46
- The paper
- Jordan, N. C., & Levine, S. C. (2009). Socioeconomic variation, number competence, and mathematics learning difficulties in young children. Developmental Disabilities Research Reviews. https://doi.org/10.1002/ddrr.46
Data sources
Bibliographic data: Semantic Scholar, OpenAlex, Crossref.
Contains information from the Semantic Scholar Academic Graph Datasets, made available under the ODC Attribution License (ODC-BY 1.0).
Semantic Scholar’s data is described in: Kinney, R., et al. (2023). The Semantic Scholar Open Data Platform. arXiv:2301.10140.
