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Early Math Trajectories Predicting Math Knowledge for Ages 11–15: A Longitudinal Investigation With Urban Youth

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Abstract

What is “early math” and what types of early math knowledge are most predictive of future math knowledge? The current study addressed this question in the context of a longitudinal study of 457 low-income American children from ages 4 to 15. Counting, nonsymbolic quantity and shape knowledge at age 4 were predictive of different components of children’s math knowledge at age 11. Change in symbolic mapping, nonsymbolic quantity and shape knowledge from age 4 to 7 predicted multiple components of age 11 math knowledge and/or rate of growth in this knowledge from age 11 to 15. The current findings help refine an Early Math Trajectories model for understanding math development, with implications for early math content standards.

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