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Autor*innen: Krajewski, Kristin; Schneider, Wolfgang
Titel: 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
In: Learning and Instruction, 19 (2009) 6, S. 513-526
DOI: 10.1016/j.learninstruc.2008.10.002
URL: http://dx.doi.org/10.1016/j.learninstruc.2008.10.002; f
Dokumenttyp: 3a. Beiträge in begutachteten Zeitschriften; Aufsatz (keine besondere Kategorie)
Sprache: Englisch
Schlagwörter: Kind; Mathematische Kompetenz; Entwicklung; Vorschulalter; Kindergarten; Grundschule; Schülerleistung; Mathematik; Einflussfaktor; Längsschnittuntersuchung; Würzburg
Abstract (english): 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. (DIPF/Orig.)
DIPF-Abteilung: Bildung und Entwicklung