Examining factor structures on the Test of Early Mathematics Ability — 3: A longitudinal approach

Ryoo, Ji Hoon; Molfese, Victoria J.; Brown, Edward H.; Karp, Karen S.; Welch, Greg W.; Bovaird, James A.

doi:10.1016/j.lindif.2015.06.003

Cited by 26 publications

(38 citation statements)

References 18 publications

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“…We viewed mathematics achievement as a multidimensional construct that includes different competencies targeted by state early learning guidelines (Ryoo et al, 2015). Thus, we rely on a variety of standards documents and frameworks outlining children’s core competencies in mathematics to create meaningful and distinct categories of mathematical competencies.…”

Section: Discussionmentioning

confidence: 99%

Which preschool mathematics competencies are most predictive of fifth grade achievement?

Nguyen

Watts

Duncan

et al. 2016

Early Childhood Research Quarterly

302

177

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In an effort to promote best practices regarding mathematics teaching and learning at the preschool level, national advisory panels and organizations have emphasized the importance of children’s emergent counting and related competencies, such as the ability to verbally count, maintain one-to-one correspondence, count with cardinality, subitize, and count forward or backward from a given number. However, little research has investigated whether the kind of mathematical knowledge promoted by the various standards documents actually predict later mathematics achievement. The present study uses longitudinal data from a primarily low-income and minority sample of children to examine the extent to which preschool mathematical competencies, specifically basic and advanced counting, predict fifth grade mathematics achievement. Using regression analyses, we find early numeracy abilities to be the strongest predictors of later mathematics achievement, with advanced counting competencies more predictive than basic counting competencies. Our results highlight the significance of preschool mathematics knowledge for future academic achievement.

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Section: Discussionmentioning

confidence: 99%

Which preschool mathematics competencies are most predictive of fifth grade achievement?

Nguyen

Watts

Duncan

et al. 2016

Early Childhood Research Quarterly

302

177

View full text Add to dashboard Cite

show abstract

“…Each item category in the TEMA-3 was constructed using previous research on children’s mathematical abilities (e.g., Baroody, 1995; McCloskey, Caramazza, & Basili, 1985); overall, the TEMA-3 has been shown to have high content validity (Ginsburg & Baroody, 2003). Although the authors of the TEMA have not published factor analyses of TEMA items, subsequent factor analyses found that children’s performance was better fit by a model containing multiple subtypes of mathematical abilities, as opposed to a single math ability score (Ryoo et al, 2015). …”

Section: Methodsmentioning

confidence: 99%

Changing the precision of preschoolers’ approximate number system representations changes their symbolic math performance

Wang

Odic

Halberda

et al. 2016

Journal of Experimental Child Psychology

102

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From early in life, humans have access to an Approximate Number System (ANS) that supports an intuitive sense of numerical quantity. Previous work in both children and adults suggests that individual differences in the precision of ANS representations correlate with symbolic math performance. However, this work has been almost entirely correlational in nature. Here we tested for a causal link between ANS precision and symbolic math performance by asking whether a temporary modulation of ANS precision changes symbolic math performance. First we replicated a recent finding that 5-year-old children make more precise ANS discriminations when starting with easier trials and gradually progressing to harder ones, compared to the reverse. Next, we show that this brief modulation of ANS precision influenced children’s performance on a subsequent symbolic math task, but not a vocabulary task. In a supplemental experiment we present evidence that children who performed ANS discriminations in a random trial order showed intermediate performance both on the ANS task and the symbolic math task, compared to the children who made ordered discriminations. Thus, our results point to a specific causal link from the ANS to symbolic math performance.

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“…The other TEMA-3 category tests formal math abilities such as numeral literacy (e.g., reading and writing Arabic numerals), mastery of number facts (e.g., retrieving addition, subtraction, and multiplication facts), calculation skills (e.g., solving mental and written addition and subtraction problems), and number concepts (e.g., answering how many tens are in one hundred). Although the authors of the TEMA have not published factor analyses of TEMA items, subsequent studies found that children’s performance was better fit by a model containing multiple subtypes of mathematical abilities, as opposed to a single math ability score (Ryoo et al, 2015). …”

Section: Methodsmentioning

confidence: 99%

The precision of mapping between number words and the approximate number system predicts children’s formal math abilities

Libertus

Odic

Feigenson

et al. 2016

Journal of Experimental Child Psychology

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Children can represent number in at least two ways: by using their non-verbal, intuitive Approximate Number System (ANS), and by using words and symbols to count and represent numbers exactly. Further, by the time they are five years old, children can map between the ANS and number words, as evidenced by their ability to verbally estimate numbers of items without counting. How does the quality of the mapping between approximate and exact numbers relate to children’s math abilities? The role of the ANS-number word mapping in math competence remains controversial for at least two reasons. First, previous work has not examined the relation between verbal estimation and distinct subtypes of math abilities. Second, previous work has not addressed how distinct components of verbal estimation – mapping accuracy and variability – might each relate to math performance. Here, we address these gaps by measuring individual differences in ANS precision, verbal number estimation, and formal and informal math abilities in 5- to 7-year-old children. We found that verbal estimation variability, but not estimation accuracy, predicted formal math abilities even when controlling for age, expressive vocabulary, and ANS precision, and that it mediated the link between ANS precision and overall math ability. These findings suggest that variability in the ANS-number word mapping may be especially important for formal math abilities.

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Examining factor structures on the Test of Early Mathematics Ability — 3: A longitudinal approach

Cited by 26 publications

References 18 publications

Which preschool mathematics competencies are most predictive of fifth grade achievement?

Which preschool mathematics competencies are most predictive of fifth grade achievement?

Changing the precision of preschoolers’ approximate number system representations changes their symbolic math performance

The precision of mapping between number words and the approximate number system predicts children’s formal math abilities

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