The DOI matches its Crossref record; 4 of the 4 references it cites were found in a registry or an index.
Early math matters: Kindergarten number competence and later mathematics outcomes.
Open accessAbstract
Children's number competencies over 6 time points, from the beginning of kindergarten to the middle of 1st grade, were examined in relation to their mathematics achievement over 5 later time points, from the end of 1st grade to the end of 3rd grade. The relation between early number competence and mathematics achievement was strong and significant throughout the study period. A sequential process growth curve model showed that kindergarten number competence predicted rate of growth in mathematics achievement between 1st and 3rd grades as well as achievement level through 3rd grade. Further, rate of growth in early number competence predicted mathematics performance level in 3rd grade. Although low-income children performed more poorly than their middle-income counterparts in mathematics achievement and progressed at a slower rate, their performance and growth were mediated through relatively weak kindergarten number competence. Similarly, the better performance and faster growth of children who entered kindergarten at an older age were explained by kindergarten number competence. The findings show the importance of early number competence for setting children's learning trajectories in elementary school mathematics.
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Cites
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
Development itself is the key to understanding developmental disorders
Karmiloff-Smith, A. (1998) · Trends in Cognitive Sciences · doi:10.1016/s1364-6613(98)01230-3 · Cited by 1,299
Developmental dyscalculia and basic numerical capacities: a study of 8–9-year-old students
Landerl, K., Bevan, A., & Butterworth, B. (2004) · Cognition · doi:10.1016/j.cognition.2003.11.004 · Cited by 907
Gauging Growth: How to Judge No Child Left Behind?
Fuller, B., Wright, J., Gesicki, K., & Kang, E. (2007) · Educational Researcher · doi:10.3102/0013189x07306556 · Cited by 124
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Cognitive predictors of achievement growth in mathematics: A 5-year longitudinal study.
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A meta-analysis of the relation between math anxiety and math achievement
Barroso, C., Ganley, C. M., McGraw, A. L., Geer, E. A., Hart, S. A., & Daucourt, M. C. (2021) · Psychological Bulletin · doi:10.1037/bul0000307 · Cited by 614
Science Achievement Gaps Begin Very Early, Persist, and Are Largely Explained by Modifiable Factors
Morgan, P. L., Farkas, G., Hillemeier, M. M., & Maczuga, S. (2016) · Educational Researcher · doi:10.3102/0013189x16633182 · Cited by 508
The importance of number sense to mathematics achievement in first and third grades
Jordan, N. C., Glutting, J., & Ramineni, C. (2010) · Learning and Individual Differences · doi:10.1016/j.lindif.2009.07.004 · Cited by 471
Self-citationPurpura, D. J., Hume, L. E., Sims, D. M., & Lonigan, C. J. (2011) · Journal of Experimental Child Psychology · doi:10.1016/j.jecp.2011.07.004 · Cited by 403
Metadata
- Authors
- Jordan, N. C., Kaplan, D., Ramineni, C., & Locuniak, M. N.
- Venue
- Developmental Psychology
- Published
- 2009
- Volume
- 45
- Issue
- 3
- Pages
- 850-867
- ISSN
- 0012-1649 (ISSN-L)
- 1939-0599
- OpenAlex
- W1976978405
- Cited by
- 1,133
- References
- 4
- FWCI
- 19.68
- Type
- journal article
- Language
- en
- Open access
- green
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