Maternal Support of Children's Early Numerical Concept Learning Predicts Preschool and First-Grade Math Achievement

2016 ◽  
Vol 89 (1) ◽  
pp. 156-173 ◽  
Author(s):  
Beth M. Casey ◽  
Caitlin M. Lombardi ◽  
Dana Thomson ◽  
Hoa Nha Nguyen ◽  
Melissa Paz ◽  
...  
Keyword(s):  
Concept Learning ◽  
Math Achievement ◽  
First Grade ◽  
Maternal Support ◽  
Numerical Concept

scholarly journals When does math anxiety in parents and teachers predict math anxiety and math achievement in elementary school children? The role of gender and grade year

2020 ◽  
Vol 23 (4) ◽  
pp. 1023-1054
Author(s):  
Monika Szczygieł
Keyword(s):  
Elementary School Children ◽  
Math Achievement ◽  
Math Anxiety ◽  
First Grade ◽  
Third Grade ◽  
Final Grade ◽  
Early School ◽  
The Relationship ◽  
Social Source

Abstract The study investigated the relationship between math anxiety in parents and teachers and math anxiety and math achievement in first- to third-grade children. The results indicate that math anxiety in fathers (but not mothers and teachers) is associated with math anxiety in first-grade children and third-grade girls. Math anxiety in mothers and teachers (but not fathers) explains the level of math achievement in third-grade children. The research results indicate the importance of adults in shaping pupils’ math anxiety and math achievement, but these relationships vary depending on gender and the grade year. The obtained outcomes generally suggest that adults’ math anxiety is not a social source of children’s math anxiety, but it can be considered a source of low math achievement among children in the final grade of early school education.

scholarly journals Positive Teacher Affect and Maternal Support Facilitate Adjustment After the Transition to First Grade

2016 ◽  
Vol 62 (2) ◽  
pp. 158 ◽  
Author(s):  
Kiuru ◽  
Laursen ◽  
Aunola ◽  
Zhang ◽  
Lerkkanen ◽  
...  
Keyword(s):  
First Grade ◽  
Maternal Support ◽  
Teacher Affect

Maternal support of young children’s planning and spatial concept learning as predictors of later math (and reading) achievement

2017 ◽  
Vol 41 ◽  
pp. 114-125 ◽  
Author(s):  
Caitlin McPherran Lombardi ◽  
Beth M. Casey ◽  
Dana Thomson ◽  
Hoa Nha Nguyen ◽  
Eric Dearing
Keyword(s):  
Reading Achievement ◽  
Concept Learning ◽  
Maternal Support ◽  
Spatial Concept

Classroom-based Inequalities and Achievement Gaps in First Grade: The Role of Classroom Context and Access to Qualified and Effective Teachers

2015 ◽  
Vol 117 (2) ◽  
pp. 1-48 ◽  
Author(s):  
Gregory Palardy
Keyword(s):  
Random Effects ◽  
Math Achievement ◽  
First Grade ◽  
Achievement Gaps ◽  
Effective Teacher ◽  
Classroom Context ◽  
Classroom Effects ◽  
School Classroom ◽  
Reading And Math ◽  
Qualified Teacher

Background An enduring question about achievement gaps is, which aspects of schools contribute most? At the early grade levels, when children spend the vast majority of their school day in a single classroom with a single teacher, school inequities that correlate with achievement gaps likely originate within the classroom. This study examined the degree to which three potential sources of classroom-based inequality contribute to reading and math achievement gaps that develop during first grade, including classroom context, access to a qualified teachers, and access to an effective teacher. The study also estimated the degree to which these effects are manifested among classrooms within the same school and between classrooms at different schools, which has implications for policy and practice. Population A nationally representative sample of first graders from the Early Childhood Longitudinal Study was used. An important feature of ECLS data is that students were administered reading and math achievement tests near the beginning and near the end of first grade. This sampling design allows for the estimation of student achievement gains during first grade that does not include the summer period, which has confounded past efforts to study achievement gaps. Research Design Multilevel models were used to estimate classroom-specific and school-specific random effects (i.e., residuals), which are conceptualized as within- and between-school classroom effects. These random effects were then used as outcomes to estimate the degree to which within- and between-school classroom effects contribute to Black–White and Hispanic– White achievement gaps that develop during first grade. Covariates for classroom context, access to a qualified teacher, and access to an effective teacher were entered into the model hierarchically to isolate their effects on the gaps. Conclusions Classroom inequality within and between schools contributed substantially to achievement gaps that developed during first grade. Inequality in contextual aspects of classrooms was the most prominent school-based factor, the majority of which originated from classrooms in different schools rather than classrooms in the same school. However, compared to White children attending the same school, Black children tended to be members of a classroom with more negative contextual characteristics and a less effective teacher. This within-school inequity likely stems from non-random assignment of students to teachers. Finally, Black and Hispanic children were slightly less likely to be taught by a highly qualified teacher. However, that inequity did not significantly contribute to achievement gaps.

scholarly journals Reciprocal associations between executive function and academic achievement: A conceptual replication of Schmitt et al. (2017)

2021 ◽  
Author(s):  
Alexa Ellis ◽  
Sammy F. Ahmed ◽  
Selin Zeytinoglu ◽  
Elif Isbell ◽  
Susan D. Calkins ◽  
...  
Keyword(s):  
Academic Achievement ◽  
Early Childhood ◽  
Executive Function ◽  
Math Achievement ◽  
First Grade ◽  
Academic Skills ◽  
Literacy Achievement ◽  
Developmental Age ◽  
Bidirectional Associations ◽  
Reciprocal Associations

The goal of the current study was to conduct a conceptual replication of the reciprocal associations between executive function (EF) and academic achievement reported in Schmitt et al. (2017). Using two independent samples (N (STAR) = 279, and N (Pathways) = 277), we examined whether the patterns of associations between EF and achievement across preschool and kindergarten reported in Schmitt et al. (2017) replicated using the same model specifications, similar EF and achievement measures, and across a similar developmental age period. Consistent with original findings, EF predicted subsequent math achievement in both samples. Specifically, in the STAR sample, EF predicted math achievement from preschool to kindergarten, and kindergarten to first grade. In the Pathways sample, EF at kindergarten predicted both math and literacy achievement in first grade. However, contrary to the original findings, we were unable to replicate the bidirectional associations between math achievement and EF in either of the replication samples. Overall, the current conceptual replication has revealed that bidirectional associations between EF and academic skills might not be robust to slight differences in EF measures and number of measurement occasions, which has implications for our understanding of the development EF and academic skills across early childhood. The present findings underscore the need for more standardization in both measurement and modeling approaches – without which the inconsistency of findings in published studies may continue across this area of research.

scholarly journals Bootstrapping in a language of thought: A formal model of numerical concept learning

Cognition ◽  
2012 ◽  
Vol 123 (2) ◽  
pp. 199-217 ◽  
Author(s):  
Steven T. Piantadosi ◽  
Joshua B. Tenenbaum ◽  
Noah D. Goodman
Keyword(s):  
Concept Learning ◽  
Formal Model ◽  
Language Of Thought ◽  
Numerical Concept

scholarly journals The Effect of Flexible Small Groups on Math Achievement in First Grade

2016 ◽  
Vol 18 (1) ◽  
pp. 724-724
Author(s):  
David Benders ◽  
Tracy Craft
Keyword(s):  
Small Groups ◽  
Math Achievement ◽  
First Grade

Screening for Math in Early Grades: Is Reading Enough?

2018 ◽  
Vol 45 (1) ◽  
pp. 38-50
Author(s):  
Allyson J. Kiss ◽  
Theodore J. Christ
Keyword(s):  
At Risk ◽  
Reading Skills ◽  
Math Achievement ◽  
Early Reading ◽  
First Grade ◽  
Students At Risk ◽  
Accurate Identification ◽  
Early Reading Skills ◽  
Early Grades ◽  
Reading And Math

Difficulties in reading and math are more likely to occur simultaneously than difficulties in either area alone; however, the research on that comorbidity is relatively sparse. The purpose of this study was to examine the relation between early reading skills as predictors of math achievement. A group of 102 kindergarten and 65 first-grade students were assessed with curriculum-based measures of early reading and early math, and a measure of broad math achievement. The results of multiple regression analyses indicated that when early numeracy was controlled for, the measures of early reading did not explain unique variance in math achievement among students. Interestingly, screening with only measures of early reading skills yielded acceptable area under the curve (AUC) values but did not yield accurate identification of students at risk for math difficulties (MD) when misclassification and specificity were taken into account. Results suggest that early math measures are most accurate in identifying students at risk for MD in early grades. Findings provide further insight into the relation between math and reading skills at the start of formal schooling. Authors provide recommendations for a combination of reading and math screeners to predict broad math achievement.

scholarly journals Predicting First-Grade Math Achievement from Developmental Number Sense Trajectories

2007 ◽  
Vol 22 (1) ◽  
pp. 36-46 ◽  
Author(s):  
Nancy C. Jordan ◽  
David Kaplan ◽  
Maria N. Locuniak ◽  
Chaitanya Ramineni
Keyword(s):  
Math Achievement ◽  
Number Sense ◽  
First Grade

Exploring the Promise of a Number Line Assessment to Help Identify Students At-Risk in Mathematics

2018 ◽  
Vol 45 (2) ◽  
pp. 151-160 ◽  
Author(s):  
Ben Clarke ◽  
Mari G. Strand Cary ◽  
Lina Shanley ◽  
Marah Sutherland
Keyword(s):  
Math Achievement ◽  
First Grade ◽  
Number Line ◽  
Mathematics Performance ◽  
Early Numeracy ◽  
Students At Risk ◽  
Alternate Form ◽  
Assessment Tasks ◽  
Study Results ◽  
Test Retest Reliability

This manuscript presents the results from a study to investigate the technical characteristics of two versions of a number line assessment (NLA 0–20 and NLA 0–100). The sample consisted of 60 kindergarten and 46 first grade students. Both number line versions had sufficient alternate form and test–retest reliability. The NLA 0–20 had low and the NLA 0–100 had low to moderate correlations with math achievement. Results indicated that the NLA 0–100 explained a small, but unique portion of the variance in first grade mathematics performance when controlling for performance on the Assessing Student Proficiency in Early Number Sense (ASPENS) a set of early numeracy screening measures. We discuss study results related to the utility of adding number line assessment tasks to mathematics screening batteries and propose additional areas of research.

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