The role of mother’s education and child gender for children’s vocabulary and math skills in the transition from Early Childhood Education and Care to first grade in Norway

Lenes, Ragnhild; Størksen, Ingunn; McClelland, Megan M.; Idsøe, Thormod

doi:10.1080/1350293x.2022.2055101

Cited by 9 publications

(6 citation statements)

References 45 publications

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“…In addition to the Swedish study, larger SES achievement gaps among boys than girls have been observed in several studies in several Western countries: Denmark, the United Kingdom, and the United States ( Entwisle et al, 2007 ; Penner and Paret, 2008 ; Mensah and Kiernan, 2010 ; Glaesser and Cooper, 2012 ; Brenøe and Lundberg, 2018 ; Autor et al, 2019 ). However, this finding was not replicated in several other studies, similarly conducted in Western countries: New Zealand, Norway, Ireland, the United Kingdom, and the United States ( Gibb et al, 2008 ; Fryer and Levitt, 2010 ; Strand, 2014 ; Lenes et al, 2022 ; McGinnity et al, 2022 ). Thus, while theorists have predicted larger SES achievement gaps among boys than girls, empirical studies in Western countries have not robustly obtained this finding.…”

Section: Introductionmentioning

confidence: 63%

Cultural variation in the SES-gender interaction in student achievement

Eriksson,

Lindvall

2023

Front. Psychol.

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IntroductionIs the socioeconomic gap in academic achievement larger among boys than girls? Several scholars have proposed such an interaction between socioeconomic status (SES) and gender. Prior empirical studies have yielded mixed evidence, but they have been conducted almost exclusively in Western countries. Here we propose the hypothesis that the SES-gender interaction is stronger in less gender-equal societies.MethodsWe estimated the SES-gender interaction in 36 countries using data from two international large-scale assessments (PIRLS and TIMSS). The degree of gender equality was measured by the Global Gender Gap Index.ResultsConsistent with the hypothesis, the SES-gender interaction was stronger in societies with less gender equality.DiscussionOur findings suggest that cultural factors determine how the socioeconomic achievement gap differs between boys and girls.

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Section: Introductionmentioning

confidence: 63%

Cultural variation in the SES-gender interaction in student achievement

Eriksson,

Lindvall

2023

Front. Psychol.

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“…In relation to these comparisons at preschool age, little research is found, and most of it in contexts other than Latin America. The results of these studies do not show a clear trend, as in some cases there are differences in mathematical skills between girls and boys (e.g., Jordan et al, 2006;Lenes et al, 2022) and in other cases there are not (e.g., Aragón et al, 2013).…”

Section: Contribution To the Literaturementioning

confidence: 84%

“…In relation to the family context, parents' education is known to be related to their children's learning and development (Lenes et al, 2022). Likewise, Leon and Collahua (2016) show that socioeconomic status is a key variable in explaining academic performance in Peruvian schools.…”

Section: Contribution To the Literaturementioning

confidence: 99%

“…Likewise, Leon and Collahua (2016) show that socioeconomic status is a key variable in explaining academic performance in Peruvian schools. In this context, it is known that maternal education level has been a good predictor of socioeconomic status in studies of early child development and that mothers with better educational backgrounds use richer language with their children and engage in more complex mathematical interactions at home, which are positive predictors of early numeracy (Lenes et al, 2022;Susperreguy & Davis-Kean, 2016;Susperreguy et al, 2020).…”

Section: Contribution To the Literaturementioning

confidence: 99%

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A Rasch modeling approach for measuring young children’s informal mathematics in Peru

Malaspina

Martínez

2022

EURASIA J Math Sci Tech Ed

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One of the strongest predictors of future academic achievement is the early and informal math skills children begin their school studies. Because of this, it is essential to have proper tools for measuring the development of mathematical thinking at an early age to be able to intervene in a timelier, more effective way. The purpose of this research is to calibrate the items of informal mathematics from the test of early mathematics ability-third edition (TEMA-3) by applying the Rasch model. A total of 148 Peruvian preschool children (ranging in age from five to six years) participated in the study. The results show good psychometric properties of the informal mathematics dimension of the instrument, which indicates a good fit of the student sample, the items to the proposed model and a tendency toward unbiased items. We further determined that the items analyzed exhibit a consistent internal structure at the theoretical level.

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“…Matematika adalah salah satu mata pelajaran kunci di kurikulum pendidikan dasar yang memiliki peran vital dalam pembentukan pemahaman logis dan kemampuan pemecahan masalah bagi siswa (Maswar, 2019); (Lutfiana, 2022). Namun, masih banyak siswa yang mengalami kesulitan dalam memahami konsep Matematika dan menunjukkan kinerja yang kurang optimal dalam pelajaran tersebut (Lenes et al, 2022); (Indrawati & Wardono, 2019). Masalah ini tidak hanya terbatas pada sekolah yang diteliti, tetapi juga dijumpai di berbagai sekolah lain.…”

Section: Pendahuluanunclassified

Membangun Lingkungan Belajar Menyenangkan untuk Mengatasi Kecemasan Matematika dan Meningkatkan Keterlibatan Siswa Kelas I SD Sekolah XYZ Jakarta

Sinaga

2024

JSA

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This research aims to explore the use of Math Centers as a enjoyable learning environment to address mathematics anxiety and improve engagement in 1st-grade students at XYZ Elementary School. Mathematics plays a crucial role in the elementary education curriculum, contributing significantly to the development of logical understanding and problem-solving skills for students. However, the high level of mathematics anxiety and low student engagement pose challenges in the early learning process. This qualitative research involved one 1st-grade class with 20 students as the research subjects. Data were collected through classroom observations, test results, and interviews with both teachers and students. The findings indicate that 1st-grade students participating in Math Centers exhibit low mathematics anxiety and active engagement in the classroom. Students also tend to enjoy mathematics lessons in the Math Centers setting compared to regular classes. The varied activities provided in Math Centers make mathematics no longer perceived as a dull and intimidating subject. The implementation of Math Centers at XYZ Elementary School will be carried out regularly every Friday to sustain students' interest in mathematics, reduce anxiety, and motivate them to actively participate in the learning process.

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The role of mother’s education and child gender for children’s vocabulary and math skills in the transition from Early Childhood Education and Care to first grade in Norway

Cited by 9 publications

References 45 publications

Cultural variation in the SES-gender interaction in student achievement

Cultural variation in the SES-gender interaction in student achievement

A Rasch modeling approach for measuring young children’s informal mathematics in Peru

Membangun Lingkungan Belajar Menyenangkan untuk Mengatasi Kecemasan Matematika dan Meningkatkan Keterlibatan Siswa Kelas I SD Sekolah XYZ Jakarta

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