The DOI matches its Crossref record; 9 of the 9 references it cites were found in a registry or an index.
Developmental Dynamics of Math Performance From Preschool to Grade 2.
Abstract
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.
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Citations
Cites
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Nagin, D. S. (1999) · Psychological Methods · doi:10.1037/1082-989x.4.2.139 · Cited by 2,346 · cited 1×
“It has been suggested recently that to understand development, it may be necessary to identify heterogeneity in individuals’ developmental trajectories rather than examining the development purely on a sample level (Bergman, Magnusson, & El-Khouri, 2003; B. Muthén & Muthén, 2000; Nagin, 1999).”
BackgroundBlaney, P. H. (1986) · Psychological Bulletin · doi:10.1037//0033-2909.99.2.229 · Cited by 1,773
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“First, the set of cognitive antecedents of math performance included in the study was limited and did not include, for example, memory span (Geary, 1993) and processing time ( Bull & Johnston, 1997; Pellegrino & Goldman, 1987).”
BackgroundBeginning School Math Competence: Minority and Majority Comparisons
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Motivational and gender differences: sixth-grade students’ mathematical problem-solving behavior.
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Cited by
School readiness and later achievement.
Duncan, G. J., Dowsett, C. J., Claessens, A., Magnuson, K., Huston, A. C., Klebanov, P., Pagani, L. S., Feinstein, L., Engel, M., Brooks-Gunn, J., et al. (2007) · Developmental Psychology · doi:10.1037/0012-1649.43.6.1428 · Cited by 5,439
Preschool executive functioning abilities predict early mathematics achievement
Clark, C. A. C., Pritchard, V. E., & Woodward, L. J. (2010) · Developmental Psychology · doi:10.1037/a0019672 · Cited by 671
Skwarchuk, S.-L., Sowinski, C., & LeFevre, J.-A. (2014) · Journal of Experimental Child Psychology · doi:10.1016/j.jecp.2013.11.006 · Cited by 586
Krajewski, K., & Schneider, W. (2009) · Journal of Experimental Child Psychology · doi:10.1016/j.jecp.2009.03.009 · Cited by 493
LeFevre, J., Polyzoi, E., Skwarchuk, S., Fast, L., & Sowinski, C. (2010) · International Journal of Early Years Education · doi:10.1080/09669761003693926 · Cited by 269
Metadata
- Authors
- Aunola, K., Leskinen, E., Lerkkanen, M.-K., & Nurmi, J.-E.
- Venue
- Journal of Educational Psychology
- Published
- 2004-12
- Volume
- 96
- Issue
- 4
- Pages
- 699-713
- ISSN
- 0022-0663 (ISSN-L)
- 1939-2176
- OpenAlex
- W2011538811
- Cited by
- 776
- References
- 9
- FWCI
- 9.84
- Type
- journal article
- Language
- en
- Open access
- closed
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- Aunola, K., Leskinen, E., Lerkkanen, M.-K., & Nurmi, J.-E. (2004). Developmental Dynamics of Math Performance From Preschool to Grade 2. Journal of Educational Psychology. https://doi.org/10.1037/0022-0663.96.4.699
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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.
