Poster #32 - Numerical Skills, Home Numeracy, and Math Anxiety Influence Mathematics Achievement in Second Grade

• In Event: 3-106 - Poster Session 11
  In Poster Session: PS 11 Section - Cognitive Processes

Integrative Statement

Introduction: The development of mathematical skills begins already early in life and is influenced by intrinsic and extrinsic as well as implicit and explicit factors such as the environment, parenting, a child’s own interests, feelings and attitudes, and innate or learned abilities. Thankfully, numerous studies on mathematical development have been published in the recent years. These studies have addressed predictors of mathematical performance and development, e.g. cognitive skills such as basic numerical skills (De Smedt, Verschaffel, & Ghesquière, 2009; Passolunghi, Mammarella, & Altoè, 2008), feelings such as mathematical anxiety (Krinzinger, Kaufmann, & Willmes, 2009; Kucian et al., 2018), or home environmental factors such as home numeracy (Blevins-Knabe & Musun-Miller, 1996; Skwarchunk, Sowinski, & LeFevre, 2014). Research has shown that basic numerical skills and home numeracy have a positive effect on children’s development in mathematical cognition, in contrast, it has been shown that math anxiety has a negative influence on the mentioned development.

All these predictors have been shown to be significantly related to mathematical achievement and important for mathematical development. However, the involvement of all factors has not been studied simultaneously so far. Therefore, the present study aimed to shed light on the simultaneous influence of basic numerical skills, home numeracy, and mathematical anxiety on later mathematics achievement.

Method: The sample comprised 88 kindergarteners (42 girls) with a mean age of M = 6.42 years (SD = 0.31 years) and M = 7.98 years (SD = 0.31 years) at the measurement in 2nd grade. Written informed consent was obtained from parents, whereas oral informed consent was obtained from the children, the school directory, and the teachers. Magnitude Comparison and Number Line Estimation were administered symbolically and non-symbolically (Friso- van den Bos et al., 2014) as well as the pictorial math anxiety questionnaire (MAQ; Thomas & Dowker, 2000). For home numeracy, the children’s parents completed a self-rating questionnaire (Skwarchuk et al., 2014). Academic achievement in the domain of mathematics was measured in 2nd grade with standardized subtests of a curriculum based paper and pencil math test (Haffner, Baro, Parzer & Resch, 2005). Following the correlation coefficient size, a three-step regression analysis was conducted. The first predictor was home numeracy, followed by math anxiety and lastly basic numerical skills.

Results/Discussion: All three predictors correlated significantly with math achievement. Basic numerical skills were the most dominant predictor throughout the three-step regression analysis and remained significant even under control of the other two predictors. Home numeracy, however, was only significant until basic numerical skills were entered. It might be that basic numerical skills are partly learned through home numeracy and therefore home numeracy is already accounted for in the regression analysis when basic numerical skills are entered. In summary, math anxiety and basic numerical skills at the end of kindergarten have been proven to be strong predictors of mathematical achievement in second grade.

Authors

• Venera Gashaj, University of Bern
  Presenting Author

• Qendresa Thaqi, University of Bern
  Non-Presenting Author

• Fred W Mast, University of Bern
  Non-Presenting Author

• Claudia Roebers, Bern University
  Non-Presenting Author