Classification, Seriation, and Counting in Grades 1, 2, and 3 as Two-Year Longitudinal Predictors for Low Achieving in Numerical Facility and Arithmetical Achievement?

Abstract

Previous research stresses the importance of seriation, classification, and counting abilities that should be assessed in kindergarten, when looking for crucial predictors of mathematical learning disabilities in Grade 1. This study examines ( n = 158) two-year-long predictive relationships between children's seriation, classification, procedural counting knowledge, and conceptual counting knowledge, and their numerical facility and arithmetical achievement in Grades 3, 4, and 5. Path analyses reveal a relationship between procedural counting knowledge in Grades l and 3 and numerical facility, and between conceptual counting knowledge in Grade l and arithmetical achievement in Grades 1 and 2. In addition, procedural counting knowledge correlates with seriation, and conceptual counting knowledge correlates with classification as well as with seriation in Grade 1. Clinicians are encouraged to select early arithmetic subtests with caution when assessing and predicting arithmetic and arithmetical disabilities.

Identifying Opportunities for Grade One Children to Acquire Foundational Number Sense: Developing a Framework for Cross Cultural Classroom Analyses

“…Most number sense-related studies, whether preverbal, foundational or applied, have examined children's competence (See, for example, Aunio and Niemivirta 2010;Chard et al 2005;Clarke and Shinn 2004;Desoete et al 2009Desoete et al , 2012Geary et al 2009;Holloway and Ansari 2009), with few analysing the number sense-related opportunities that teachers create for their children. In this paper we discuss the development and implementation of a simple to operationalise framework for analysing FONS-related opportunities in different cultural contexts.…”

“…The quality of a child's number sense is a predictor of later mathematical success, both in the short (Aubrey and Godfrey 2003;Aunio and Niemivirta 2010) and the longer term (Aubrey et al 2006;Aunola et al 2004). For example, basic counting and enumeration skills have been found to predict arithmetical competence in, inter alia, Canada, England, Finland, Flanders, Taiwan and the USA respectively (LeFevre et al 2006;Aubrey and Godfrey 2003;Aunola et al 2004;Desoete et al 2009;Yang and Li 2008;Jordan et al 2007). Thus, poorly developed number sense may lead to later mathematical failures Gersten et al 2005;Malofeeva et al 2004).…”

Habilidades Matemáticas Iniciales Y Dificultades Matemáticas Persistentes

“…Incluso, algunos autores resaltan el peso que estas habilidades básicas tienen en el rendimiento matemático a lo largo de toda la escolaridad (Desoete, Stock, Schapens, Baeyens, y Roeyers, 2009). La importancia de las operaciones lógicas tempranas se ha evidenciado no sólo para predecir el rendimiento posterior, sino también para determinar las dificultades futuras en esa área.…”

When the Fractional Cookie Begins to Crumble: Conceptual Understanding of Fractions in the Fifth Grade

“…Researchers have been developing early childhood screening tools to predict math difficulties in the early grades (Krasa & Shunkwiler, 2009). In fact, all students can be screened as early as kindergarten for difficulties in mathematics, including some tasks which are powerful predictors of math learning disabilities (MLD) (Desoete et al, 2009;Griffin & Case, 1997). However, no such tools are being used in elementary schools in India for mathematics, let alone for fractions.…”