Early Conceptual Understanding of Cardinality Predicts Superior School-Entry Number-System Knowledge

2017 ◽  
Vol 29 (2) ◽  
pp. 191-205 ◽  
Author(s):  
David C. Geary ◽  
Kristy vanMarle ◽  
Felicia W. Chu ◽  
Jeffrey Rouder ◽  
Mary K. Hoard ◽  
...  
Keyword(s):  
Reading Achievement ◽  
School Readiness ◽  
Conceptual Understanding ◽  
Parental Education ◽  
First Grade ◽  
Number System ◽  
School Entry ◽  
Number Words ◽  
Education Levels ◽  
System Knowledge

We demonstrate a link between preschoolers’ quantitative competencies and their school-entry knowledge of the relations among numbers (number-system knowledge). The quantitative competencies of 141 children (69 boys) were assessed at the beginning of preschool and throughout the next 2 years of preschool, as was their mathematics and reading achievement at the end of kindergarten and their number-system knowledge at the beginning of first grade. A combination of Bayes analyses and standard regressions revealed that the age at which the children had the conceptual insight that number words represent specific quantities (cardinal value) was strongly related to their later number-system knowledge and was more consistently related to broader mathematics than to reading achievement, controlling for intelligence, executive function, and parental education levels. The key implication is that it is not simply knowledge of cardinal value but the age of acquisition of this principle that is central to later mathematical development and school readiness.

Family, Neighborhood, and School Settings across Seasons: When Do Socioeconomic Context and Racial Composition Matter for the Reading Achievement Growth of Young Children?

2010 ◽  
Vol 112 (5) ◽  
pp. 1338-1390 ◽  
Author(s):  
James Benson ◽  
Geoffrey D. Borman
Keyword(s):  
Social Context ◽  
Reading Achievement ◽  
Young Children ◽  
First Grade ◽  
Ethnic Composition ◽  
School Entry ◽  
Reading Growth ◽  
School Settings ◽  
Achievement Growth ◽  
Nationally Representative

Background/Context Seasonal researchers have developed a theory and hypotheses regarding the importance of neighborhood and school contexts for early childhood learning but have not possessed nationally representative data and precise contextual measures with which to examine their hypotheses. Purpose/Research Questions This empirical study employs a seasonal perspective to assess the degree to which social context and race/ethnic composition—in neighborhoods and schools—affect the reading achievement growth of young children. The authors ask, Were there specific seasons when context and/or composition were particularly salient for reading achievement? Also, did accounting for context and composition challenge established appraisals of the relationship between family factors and achievement? Population Data for a nationally representative sample of students proceeding through kindergarten and first grade came from the Early Childhood Longitudinal Study-Kindergarten Cohort (ECLS-K). Neighborhood social and race/ethnic measures came from the 2000 Census. Research Design: This quantitative study employs a three-level model that assesses reading achievement at school entry and during three subsequent seasons. The model represents reading achievement as a time-varying process at level 1, conditional upon family socio/demographic factors at level 2, and dependent on social context and race/ethnic composition at level 3. Findings/Results Neighborhood social context mattered substantially for students’ reading achievement levels at school entry and for their reading achievement growth during the summer. The proportion of neighborhood residents from minority race/ethnic groups was not associated with reading achievement at school entry or during the summer season. During the school year, school social context was associated with reading growth during kindergarten, and school social context and race/ethnic composition were associated with reading growth during first grade. Conclusions/Recommendations The magnitude and frequency of contextual effects found in this national sample have considerable implications for achieving educational equality in the United States. The authors recommend that policy makers attend to the quality of neighborhood and school settings as a means of promoting literacy development for young children.

scholarly journals Adolescents’ Functional Numeracy Is Predicted by Their School Entry Number System Knowledge

PLoS ONE ◽  
2013 ◽  
Vol 8 (1) ◽  
pp. e54651 ◽  
Author(s):  
David C. Geary ◽  
Mary K. Hoard ◽  
Lara Nugent ◽  
Drew H. Bailey
Keyword(s):  
Number System ◽  
School Entry ◽  
System Knowledge ◽  
Entry Number

scholarly journals The Importance of Parents’ Own Reading for 10-Year Old Students’ Reading Achievement in the Nordic Countries

2020 ◽  
pp. 363-384
Author(s):  
Hildegunn Støle ◽  
Åse Kari H. Wagner ◽  
Knut Schwippert
Keyword(s):  
Reading Achievement ◽  
Reading Ability ◽  
Parental Education ◽  
Educational Background ◽  
Nordic Countries ◽  
Early Years ◽  
Reading Interests ◽  
Inclusive School ◽  
Education Levels ◽  
Good Reading

AbstractThe Nordic education model of an inclusive school for all aims at giving children equal, and excellent, opportunities for acquiring high levels of reading ability. It is well documented that both students’ and their parents’ reading interest is closely and positively associated with students’ reading achievement. There is therefore cause for concern when reading interests seem to be in decline both among parents and among today’s students. Family socio-economic background is also well known to relate strongly to students’ reading achievement. Especially children of parents with low education are likely to be deprived of opportunities of beneficial reading activities, such as seeing their parents read, being read to by family members, and learning to enjoy reading for themselves in the early years of school. On the other hand, it is possible that parents who enjoy reading and/or read much at home, provide their children with a basis for acquiring good reading skills, regardless of their educational background. Our article analyses data from four cycles (2001–2016) of the Progress in International Reading Literacy Study (PIRLS), and several Nordic countries, in order to establish whether parental reading can compensate for low parental education levels. We find that parents’ reading enjoyment, but not their frequent reading in their spare time, to some degree does compensate for lack of tertiary (high) education. However, if increasingly fewer parents like to read, more children will go without the opportunity to develop reading enjoyment themselves, and this will likely affect more children from low-SES backgrounds than from higher SES-backgrounds.

scholarly journals Association between parental socioeconomic status and offspring overweight/obesity from the China Family Panel Studies: a longitudinal survey

BMJ Open ◽  
2021 ◽  
Vol 11 (4) ◽  
pp. e045433
Author(s):  
Suqin Ding ◽  
Jingqi Chen ◽  
Bin Dong ◽  
Jie Hu
Keyword(s):  
High School ◽  
Socioeconomic Status ◽  
Regression Model ◽  
Household Income ◽  
Parental Education ◽  
Education Level ◽  
Longitudinal Survey ◽  
Average Household Income ◽  
Education Levels ◽  
Parental Socioeconomic Status

ObjectiveTo examine the association between parental socioeconomic status (SES) and the risk of offspring overweight/obesity and the changes of the association that occur as children grow older.DesignWe used data from the nationally representative longitudinal survey of the China Family Panel Studies of 2010 and its three follow-up waves in 2012, 2014 and 2016.ParticipantsA total of 6724 children aged 0–15 years old were included.Primary and secondary outcome measuresAverage household income and paternal and maternal education levels were used as SES indicators. Logistic regression model for panel data was used to examine the associations between SES indicators and child overweight/obesity. A restricted cubic spline linear regression model was used to estimate body mass index (BMI) trajectories with child growth across parental SES levels.ResultsCompared with the lowest education level (primary school or less), the ORs for fathers who had completed junior high school, senior high school and junior college or higher were 0.85 (95% CI 0.75 to 0.97), 0.77 (95% CI 0.64 to 0.92) and 0.72 (95% CI 0.55 to 0.93), respectively. The corresponding ORs for mothers were 0.76 (95% CI 0.67 to 0.86), 0.59 (95% CI 0.47 to 0.72) and 0.45 (95% CI 0.34 to 0.60), respectively. A negative association between parental education and offspring overweight/obesity was observed in the first 10 years but not in children 11–15 years old. BMI differences across parental education levels emerged from birth and widened before 6–7 years old, but decreased before adolescence. High average household income was related to a low risk of offspring overweight/obesity but not when parental education level was adjusted for.ConclusionHigh parental education levels were associated with a low risk of offspring overweight/obesity, especially before adolescence. Effective approaches need to be adopted in early childhood to reduce socioeconomic differences in overweight/obesity.

Multiplication by 10 base-5: Making Sense of Place Value Structure Through an Alternate Base

2015 ◽  
Vol 3 (2) ◽  
pp. 83-98
Author(s):  
Jodi Fasteen ◽  
Kathleen Melhuish ◽  
Eva Thanheiser
Keyword(s):  
Preservice Teachers ◽  
Conceptual Understanding ◽  
Sense Of Place ◽  
Number System ◽  
Place Value ◽  
Mathematical Activity ◽  
Making Sense ◽  
Procedural Fluency ◽  
Whole Number

Prior research has shown that preservice teachers (PSTs) are able to demonstrate procedural fluency with whole number rules and operations, but struggle to explain why these procedures work. Alternate bases provide a context for building conceptual understanding for overly routine rules. In this study, we analyze how PSTs are able to make sense of multiplication by 10five in base five. PSTs' mathematical activity shifted from a procedurally based concatenated digits approach to an explanation based on the structure of the place value number system.

The Relationship Between the Secondary School Students' Depression States and Their Feelings of Guilt and Shame

2010 ◽  
Vol 20 (1) ◽  
pp. 31-40 ◽  
Author(s):  
Nurten Sargin
Keyword(s):  
Secondary School ◽  
School Performance ◽  
Secondary School Students ◽  
Parental Education ◽  
Personal Information ◽  
Negative Relationship ◽  
Education Level ◽  
School Students ◽  
Education Levels ◽  
The Relationship

AbstractAdolescence is believed to be a highly problematic period when depression is prevalent. This study aims to investigate the relationship between adolescents' depression states and their feelings of guilt and shame in respect to gender, age, school performance and parental education levels. The participants consisted of 187 teenagers; 88 (47.1%) girls and 99 (52.9%) boys. Beck's Depression Inventory (BDI), the Guilt and Shame Scale (GES, Şahin), and a personal information form developed by the researcher were used as instruments. The study found a relationship between guilt and shame, that levels of depression were higher in 17-year-olds, and also that levels of depression, guilt and shame were found to be higher in girls than in boys. There was also a negative relationship seen between increased guilt and shame, and a decrease in mothers' education level.

scholarly journals Elementary School Entry: Stress, Competence and Adjustment in First Grade Students

2017 ◽  
Vol 25 (2) ◽  
pp. 517-529
Author(s):  
Erica Taciana S. Crepaldi ◽  
Marta Regina Gonçalves C. Zanini ◽  
Edna Maria Marturano
Keyword(s):  
Elementary School ◽  
First Grade ◽  
School Entry

scholarly journals Enhancing Number System Knowledge to Promote Number Sense and Adaptive Expertise: A Case Study of a Second-Grade Mathematics Student

2018 ◽  
Vol 15 (3) ◽  
Author(s):  
Cami Player ◽  
Jessica Shumway
Keyword(s):  
Mathematics Education ◽  
Mathematics Instruction ◽  
Number Sense ◽  
Number System ◽  
Second Grade ◽  
Adaptive Expertise ◽  
Instructional Treatment ◽  
Mathematics Problems ◽  
System Knowledge

Instruction for developing students’ number sense is a critical area of research in mathematics education due to the role number sense plays in early mathematics learning. Specifically, number system knowledge—systematic relations among numerals and the use of number relations to solve arithmetic problems—has been identified as a key cognitive mechanism in number sense development. Number system knowledge is a component of number sense, and the researchers of this study hypothesize that it plays a critical role in second-grade students’ understanding of relationships among numbers and adaptive expertise with mathematics problems. The purpose of this exploratory case study was to investigate the variations of an eight-year-old student’s number system knowledge learning as she participated in an instructional treatment over nine weeks. The main research question of this study was: In what ways does a student struggling in mathematics develop number system knowledge during a nine-week period in her second-grade classroom as she engages in a number system knowledge instructional treatment? The case in this study was selected based on her low pretest score combined with her desire for making sense of mathematics. The data sources for this study were a number system knowledge assessment and student interviews. The analysis involved a multiple-cycle coding process that resulted in themes of adaptive expertise and the union of procedural and conceptual knowledge in mathematics instruction. The results suggest that this number system knowledge instructional treatment provided this case-study student to develop more pronounced adaptive expertise in solving mathematics problems. An in-depth analysis of how and why one struggling student develops number system knowledge during a nine-week instructional treatment within the context of her mathematics class provides exploratory evidence to help researchers and teachers develop and implement similar practices in elementary mathematics instruction. KEYWORDS: Number Sense; Number System Knowledge; Mathematics Education; Whole Numbers and Operations; Elementary Education; Teaching and Learning; Case Study Research

Visual—Auditory matching of trigrams in first-grade and third-grade reading achievement

1982 ◽  
Vol 7 (4) ◽  
pp. 325-326
Author(s):  
Maurine A. Fry ◽  
Marilyn J. Haring ◽  
Joyce H. Crawford
Keyword(s):  
Reading Achievement ◽  
First Grade ◽  
Third Grade ◽  
Third Grade Reading
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