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18 - Early Prediction of Learning Outcomes in Mathematics

from Part VII - Early Prediction

Published online by Cambridge University Press:  28 July 2022

By
Elizabeth A. Gunderson
Edited by
Michael A. Skeide
Michael A. Skeide
Affiliation:
Max Planck Institute for Human Cognitive and Brain Sciences
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Summary

Why do some children arrive in kindergarten already knowing how to add, while others struggle to count? Why do some students avoid challenging maths problems, while others embrace them? Given the importance of maths learning for academic success and future earning potential (e.g., Ritchie and Bates 2013), and the strong relation between school-entry maths skills and later maths achievement (Watts et al. 2014), it is critical to understand the sources of variability in maths knowledge in early childhood.

Type
Chapter
Information
The Cambridge Handbook of Dyslexia and Dyscalculia , pp. 318 - 332
Publisher: Cambridge University Press
Print publication year: 2022

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References

Suggestions for Further Reading

Bailey, D. H., Duncan, G. J., Watts, T, Clements, D. H., and Sarama, J.. 2018. ‘Risky Business: Correlation and Causation in Longitudinal Studies of Skill Development’. The American Psychologist 73 (1): 81–94. doi:10.1037/amp0000146,10.1037/amp0000146.CrossRefGoogle ScholarPubMed
De Smedt, B., Noël, M.-P., Gilmore, C., and Ansari, D.. 2013. ‘How Do Symbolic and Non-Symbolic Numerical Magnitude Processing Skills Relate to Individual Differences in Children’s Mathematical Skills? A Review of Evidence from Brain and Behavior’. Trends in Neuroscience and Education. 2 (2), 48–55. https://doi.org/10.1016/j.tine.2013.06.001.CrossRefGoogle Scholar
Gunderson, E. A., Ramirez, G, Beilock, S. L., and Levine, S. C.. 2012. ‘The Relation between Spatial Skill and Early Number Knowledge: The Role of the Linear Number Line’. Developmental Psychology 48 (5): 1229–41. https://doi.org/10.1037/a0027433.Google ScholarPubMed
Schmitt, S. A., John Geldhof, G., Purpura, D. J., Duncan, R., and McClelland, M. M.. 2017. ‘Examining the Relations between Executive Function, Math, and Literacy during the Transition to Kindergarten: A Multi-Analytic Approach’. Journal of Educational Psychology 109 (8): 1120–40. https://doi.org/10.1037/edu0000193.CrossRefGoogle Scholar
Skwarchuk, S.-L., Sowinski, C., and LeFevre, J.-A.. 2014. ‘Formal and Informal Home Learning Activities in Relation to Children’s Early Numeracy and Literacy Skills: The Development of a Home Numeracy Model’. Journal of Experimental Child Psychology 121 (May): 63–84. http://dx.doi.org/10.1016/j.jecp.2013.11.006.CrossRefGoogle ScholarPubMed

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