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Cited by 349

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 access
Jordan, Nancy C., Levine, Susan C.·2009·Developmental Disabilities Research Reviews
DOI 10.1002/ddrr.46
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Abstract

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.

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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
DOI
10.1002/ddrr.46
OpenAlex
W2054296176
Cited by
349
References
98
FWCI
6.29
Type
journal article
Language
en
Open access
bronze

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Contains information from the Semantic Scholar Academic Graph Datasets, made available under the ODC Attribution License (ODC-BY 1.0).

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