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Autor:
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.

Quelle:
In: Learning and Instruction, 19 (2009) 6 , S. 513-526

URL des Volltextes:
f

DOI:
doi:10.1016/j.learninstruc.2008.10.002

Sprache:
Englisch

Dokumenttyp:
Zeitschriftenaufsatz; Zeitschriftenaufsatz/referiert,statusäquivalent

Schlagwörter:
Kind, Mathematische Kompetenz, Entwicklung, Vorschulalter, Kindergarten, Grundschule, Schülerleistung, Mathematik, Einflussfaktor, Längsschnittuntersuchung, Würzburg


Abstract(englisch):
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

Notizen:

last modified Nov 11, 2016