Early Mathematics Skills From Prekindergarten to First Grade

2014 ◽  
Vol 25 (3) ◽  
pp. 162-188 ◽  
Author(s):  
Ji Hoon Ryoo ◽  
Victoria J. Molfese ◽  
Ruth Heaton ◽  
Xin Zhou ◽  
E. Todd Brown ◽  
...  
Keyword(s):  
First Grade ◽  
Early Mathematics ◽  
Mathematics Skills

Why do early mathematics skills predict later reading? The role of mathematical language.

2017 ◽  
Vol 53 (9) ◽  
pp. 1633-1642 ◽  
Author(s):  
David J. Purpura ◽  
Jessica A. R. Logan ◽  
Brenna Hassinger-Das ◽  
Amy R. Napoli
Keyword(s):  
Mathematical Language ◽  
Early Mathematics ◽  
Mathematics Skills

scholarly journals Predicting Third-Grade Mathematics Achievement: A Longitudinal Investigation of the Role of Early Numeracy Skills

2019 ◽  
Vol 42 (3) ◽  
pp. 161-174
Author(s):  
Allyson J. Kiss ◽  
Gena Nelson ◽  
Theodore J. Christ
Keyword(s):  
Mathematics Achievement ◽  
Mathematics Learning ◽  
First Grade ◽  
Third Grade ◽  
Early Numeracy ◽  
Proficiency Level ◽  
Mathematics Skills ◽  
Early Predictors ◽  
State Test

Despite the vast research on the early predictors of mathematics achievement, little research has investigated the predictors of various domains of mathematics (e.g., geometry, statistics). The purpose of the present study was to examine the predictive relation between first-grade early numeracy and computation skills and third-grade mathematics achievement as measured by a state test. Furthermore, we explored the relations between these measures for students who were Below Proficient and Proficient. Findings suggest that proficiency level matters when examining the relation between mathematics skills. Also, there are different patterns of significant predictors depending on the domain of later mathematics achievement and whether or not reading achievement was considered. Findings are discussed in the context of mathematics learning for students with mathematics difficulty.

Teaching Primary-Grade Mathematics Skills with Calculators

1987 ◽  
Vol 34 (6) ◽  
pp. 24-27
Author(s):  
Joan Spiker ◽  
Ray Kurtz
Keyword(s):  
First Grade ◽  
Primary Grade ◽  
Mathematics Skills ◽  
Professional Pride ◽  
Grade Classroom

When colleagues see calculators in my first-grade classroom they ask, “How will they be used in the first grade?” Professional pride dictates that I come up with the best answer possible. I tell them I am going to teach (1) what calculators are, (2) what calculators do, and (3) how calculator are used. Children should become comfortable using these tools. The goal is to teach and reinforce the objectives currently required in the first-grade curriculum.

Foundations for early mathematics skills: The interplay of approximate number system, mapping ability, and home numeracy activities

2021 ◽  
Vol 59 ◽  
pp. 101083
Author(s):  
Liyue Guo ◽  
Xinpei Xu ◽  
David Yun Dai ◽  
Ciping Deng
Keyword(s):  
Number System ◽  
Approximate Number System ◽  
Early Mathematics ◽  
Mathematics Skills ◽  
System Mapping

Does the Opportunity–Propensity Framework predict the early mathematics skills of low-income pre-kindergarten children?

2013 ◽  
Vol 38 (3) ◽  
pp. 259-270 ◽  
Author(s):  
Aubrey H. Wang ◽  
Feng Shen ◽  
James P. Byrnes
Keyword(s):  
Low Income ◽  
Kindergarten Children ◽  
Early Mathematics ◽  
Mathematics Skills

scholarly journals Effectiveness of the Big Math for Little Kids Program on the Early Mathematics Skills of Children with Risk Group

2021 ◽  
Vol 8 (4) ◽  
pp. 385-400
Author(s):  
Özlem Altındağ Kumaş ◽  
Cevriye Ergül
Keyword(s):  
Control Group ◽  
Socioeconomic Level ◽  
Early Mathematics ◽  
National Education ◽  
Early Language Development ◽  
Mathematics Skills ◽  
Lower Socioeconomic ◽  
Mathematics Development ◽  
And Control ◽  
Academic Year

The aim of this study is to determine the effect of Big Math for Little Kids (BMLK) Program on the early mathematics skills of children with lower socioeconomic level. The participants of the study consist of between 60-72 months of aged children with lower socioeconomic level recruited to kindergartens of Ministry of National Education from Turkey in Diyarbakır in the 2018-2019 academic year. The sample of the study consists of 40 children with above mentioned characteristics. Of these, 20 were assigned to the experimental group and 20 to the control group. Two schools were selected for experimental and control group, and the study was conducted after selecting ten children in a class of each school. In the study pretest-posttest with control group experimental model was used. The data of the study were collected through the Tests of Early Language Development Test (TELD-3) to determine children with adequate language skills of their own age group, and Test of Early Mathematical Ability (TEMA-3) to assess early mathematical development of children. As a result, BMLK program was determined to be effective in the mathematics development of children with lower socioeconomic level. Keywords: early mathematics

scholarly journals Cognitive Functions Mediate the Effect of Preterm Birth on Mathematics Skills in Young Children

2019 ◽  
Author(s):  
Julia Anna Adrian ◽  
Roger Bakeman ◽  
Natacha Akshoomoff ◽  
Frank Haist
Keyword(s):  
Preterm Birth ◽  
Inhibitory Control ◽  
Cognitive Functions ◽  
Phonological Processing ◽  
Mediating Effect ◽  
Early Mathematics ◽  
Visual Motor Integration ◽  
Mathematics Skills ◽  
Visual Motor ◽  
Number Skills

AbstractChildren born preterm are at risk for cognitive deficits and lower academic achievement. Notably, mathematics achievement is generally most affected. Here, we investigated the cognitive functions mediating early mathematics skills and how these are impacted by preterm birth. Healthy children born preterm (gestational age at birth < 33 weeks; n = 51) and children born full term (n = 27) were tested at ages 5, 6, and 7 years with a comprehensive battery of tests. We categorized items of the TEMA-3: Test for Early Mathematics Abilities Third Edition into number skills and arithmetic skills. Using multiple mediation models, we assessed how the effect of preterm birth on mathematics skills is mediated spatial working memory, inhibitory control, visual-motor integration, and phonological processing. Both number and arithmetic skills showed group differences, but with different developmental trajectories. The initial poorer performance observed in the preterm children decreased over time for number skills but increased for arithmetic skills. Phonological processing, visual-motor integration, and inhibitory control were poorer in children born preterm. These cognitive functions, particularly phonological processing, had a mediating effect on both types of mathematics skills. These findings help define and chart the trajectory of the specific cognitive skills directly influencing math deficit phenotypes in children born very preterm. This knowledge provides guidance for targeted evaluation and treatment implementation.

scholarly journals Why do early mathematics skills predict later mathematics and reading achievement? The role of executive function

2022 ◽  
Vol 214 ◽  
pp. 105306
Author(s):  
Dieuwer ten Braak ◽  
Ragnhild Lenes ◽  
David J. Purpura ◽  
Sara A. Schmitt ◽  
Ingunn Størksen
Keyword(s):  
Executive Function ◽  
Reading Achievement ◽  
Early Mathematics ◽  
Mathematics Skills
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