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Early math trajectories: Low-income children’s mathematics knowledge from ages 4 to 11

Date Added to Library: 
Monday, April 29, 2019 - 09:10
Digital Object Identifier (DOI): 
10.1111/cdev.12662
Priority: 
normal
Individual Author: 
Rittle-Johnson, Bethany
Hofer, Kerry G.
Fyfe, Emily R.
Farran, Dale C.
Reference Type: 
Published Date: 
September/October 2017
Published Date (Text): 
September/October 2017
Publication: 
Child Development
Volume: 
88
Issue Number: 
5
Page Range: 
1727-1742
Year: 
2017
Language(s): 
Abstract: 

Early mathematics knowledge is a strong predictor of later academic achievement, but children from low-income families enter school with weak mathematics knowledge. An early math trajectories model is proposed and evaluated within a longitudinal study of 517 low-income American children from ages 4 to 11. This model includes a broad range of math topics, as well as potential pathways from preschool to middle grades mathematics achievement. In preschool, nonsymbolic quantity, counting, and patterning knowledge predicted fifth-grade mathematics achievement. By the end of first grade, symbolic mapping, calculation, and patterning knowledge were the important predictors. Furthermore, the first-grade predictors mediated the relation between preschool math knowledge and fifth-grade mathematics achievement. Findings support the early math trajectories model among low-income children. (Author abstract)

Geographic Focus: 
Page Count: 
16
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