کد مقاله | کد نشریه | سال انتشار | مقاله انگلیسی | نسخه تمام متن |
---|---|---|---|---|
365880 | 621239 | 2009 | 14 صفحه PDF | دانلود رایگان |
![عکس صفحه اول مقاله: Early development of quantity to number-word linkage as a precursor of mathematical school achievement and mathematical difficulties: Findings from a four-year longitudinal study Early development of quantity to number-word linkage as a precursor of mathematical school achievement and mathematical difficulties: Findings from a four-year longitudinal study](/preview/png/365880.png)
This article reports results of a four-year longitudinal study that investigated the impact of specific and non-specific precursors on mathematical school achievement. Preschool quantity-number competencies (QNC) predicted mathematical achievement in primary school. Furthermore, basic arithmetic fact retrieval in Grade 1 had an impact on early mathematics school achievement. The influence of socioeconomic status and number naming speed, assessed in kindergarten, became especially important at the end of Grade 4. Particularly, a subgroup of mathematically low-achieving children in Grade 4 had already performed more poorly than normal children in tasks assessing preschool QNC, number naming speed, and basic arithmetic fact retrieval, as well as nonverbal intelligence and socioeconomic status.
Journal: Learning and Instruction - Volume 19, Issue 6, December 2009, Pages 513–526