Number and counting skills in kindergarten as predictors of grade 1 mathematical skills

Martin, Rebecca; Cirino, Paul T.; Sharp, Carla; Barnes, Marcia A.

doi:10.1016/j.lindif.2014.05.006

Cited by 69 publications

(56 citation statements)

References 79 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…In a prior study with this same sample (Martin, Cirino, Barnes, & Sharp, 2014), our group examined several kindergarten predictors of various math outcomes (fluency, computation, and word problems) in first grade. Both math-specific predictors (symbolic number skills and counting) and domain general predictors (working memory and phonological awareness) were relevant; the impact of the latter was more prominent for math applications relative to math facts.…”

Section: Math Predictorsmentioning

confidence: 99%

Longitudinal predictors of the overlap between reading and math skills

Cirino

Child

Macdonald

2018

Contemporary Educational Psychology

Self Cite

View full text Add to dashboard Cite

The predictors of developing reading skill are well known, and there is increasing coherence around predictors of developing math as well. These achievement skills share strong relations. Less knowledge is available regarding the extent to which predictors overlap and predict one another, particularly longitudinally, and across different types of reading and math. We followed kindergarten students (n = 193) for one year, evaluating a range of relevant predictor skills in kindergarten, and a range of relevant achievement outcomes (core, fluency, complex) of reading and math in grade 1. Few predictors differentially predicted math versus reading with some exception (phonological awareness and rapid naming for reading; counting knowledge for math). The pattern was more similar for core and fluency outcomes relative to complex ones. A small set of predictors accounted for much of the overlap among math and reading outcomes, regardless of type (core, fluency, or complex). Results have the potential to inform the development of early screening tools to consider both achievement domains simultaneously, and support the importance of following students identified as at-risk in one domain for their performance in both domains.

show abstract

Section: Math Predictorsmentioning

confidence: 99%

Longitudinal predictors of the overlap between reading and math skills

Cirino

Child

Macdonald

2018

Contemporary Educational Psychology

Self Cite

View full text Add to dashboard Cite

show abstract

“…Mathematical competence in early school years is a powerful predictor of later academic success not only in math but also in other domains such as reading (Aubrey, Godfrey, & Dahl, 2006; Duncan et al, 2007; Geary, Hoard, Nugent, & Bailey, 2013; Jordan, Glutting, & Ramineni, 2010; Jordan, Kaplan, Locuniak, & Ramineni, 2007; Jordan, Kaplan, Ramineni, & Locuniak, 2009; Martin, Cirino, Sharp, & Barnes, 2014). Unfortunately, however, many children especially from low-income families start kindergarten with minimal competencies in math (Jordan et al, 2007; Jordan, Kaplan, Nabors Oláh, & Locuniak, 2006; Klibanoff, Levine, Huttenlocher, Vasilyeva, & Hedges, 2006; Starkey, Klein, & Wakeley, 2004).…”

Section: Introductionmentioning

confidence: 99%

Non-symbolic approximate arithmetic training improves math performance in preschoolers

Park

Bermudez

Roberts

et al. 2016

Journal of Experimental Child Psychology

113

View full text Add to dashboard Cite

Math proficiency in early school age is an important predictor of later academic achievement. Thus, an important goal for society should be to improve math readiness in pre-school age children, especially in low-income children who typically arrive in kindergarten with less mathematical competency than their higher-income peers. The majority of existing research-based math intervention programs target symbolic, verbal number concepts in young children. However, very little attention has been paid to the preverbal, intuitive ability to approximately represent numerical quantity, which is hypothesized to be an important foundation for full-fledged mathematical thinking. Here, we test the hypothesis that repeated engagement of non-symbolic approximate addition and subtraction of large array of items results in improved math skills in very young children, an idea that stems from our previous studies in adults. Three to five year-old children showed selective improvements in math skills after multiple days of playing a tablet-based non-symbolic approximate arithmetic game compared to children who played a memory game. These findings, collectively with our previous reports, suggest that mental manipulation of approximate numerosities provides an important tool for improving math readiness, even in preschoolers who have yet to master the meaning of number words.

show abstract

“…It seems to constitute an important concern for the United States (Martin, Cirino, Sharp, & Barnes, 2014) as math learning disorder is common (approximately 6% to 7% of schoolchildren in USA) among schoolaged children (Barbaresi, Katusic, Colligan, Weaver, & Jacobsen, 2005;Geary, 1993). There is a broad consensus that poor math performance is slightly or moderately correlated with math anxiety (MA) (Mark H. Devine, Fawcett, Szűcs, & Dowker, 2012;Jansen et al, 2013;Zakaria, Zain, Ahmad, & Erlina, 2012).…”

Section: Introductionmentioning

confidence: 99%

Math anxiety: Brain cortical network changes in anticipation of doing mathematics

Klados

Pandria

Micheloyannis

et al. 2017

International Journal of Psychophysiology

View full text Add to dashboard Cite

Following our previous work regarding the involvement of math anxiety (MA) in math-oriented tasks, this study tries to explore the differences in the cerebral networks' topology between self-reported low math-anxious (LMA) and high math-anxious (HMA) individuals, during the anticipation phase prior to a mathematical related experiment. For this reason, multichannel EEG recordings were adopted, while the solution of the inverse problem was applied in a generic head model, in order to obtain the cortical signals. The cortical networks have been computed for each band separately, using the magnitude square coherence metric. The main graph theoretical parameters, showed differences in segregation and integration in almost all EEG bands of the HMAs in comparison to LMAs, indicative of a great influence of the anticipatory anxiety prior to mathematical performance.

show abstract

Number and counting skills in kindergarten as predictors of grade 1 mathematical skills

Cited by 69 publications

References 79 publications

Longitudinal predictors of the overlap between reading and math skills

Longitudinal predictors of the overlap between reading and math skills

Non-symbolic approximate arithmetic training improves math performance in preschoolers

Math anxiety: Brain cortical network changes in anticipation of doing mathematics

Contact Info

Product

Resources

About