What’s Past Is Prologue

Watts, Tyler W.; Duncan, Greg J.; Siegler, Robert S.; Davis‐Kean, Pamela E.

doi:10.3102/0013189x14553660

Cited by 419 publications

(176 citation statements)

References 35 publications

(75 reference statements)

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“…Early numeracy entails a broad set of skills that has great predictive value for later mathematical achievement (Watts, Duncan, Siegler, & Davis-Kean, 2014). Early numeracy entails logical operations, numeral representations, and numeral estimations that are all important prerequisites for the development of basic arithmetic (cf.…”

Section: Individual Differences In Early Numeracy Skillsmentioning

confidence: 99%

Role of Parent Literacy and Numeracy Expectations and Activities in Predicting Early Numeracy Skills

Segers¹,

Kleemans²,

Verhoeven³

2015

Mathematical Thinking and Learning

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The home numeracy environment (i.e., parents' numeracy expectations and activities), is related to early numeracy in young children. As recent studies have shown that both cognitive and linguistic factors play an important role in predicting numeracy development, it may be assumed that rather than the home numeracy environment, the home literacy environment predicts early numeracy. The present study examined this hypothesis by focusing on the specificity of the home numeracy environment. In a sample of 60 kindergartners, we assessed cognitive (nonverbal reasoning, working memory) and linguistic abilities (phonological awareness, grammatical skills), as well as early numeracy skills, while exploring their home literacy environment and home numeracy environment from parent questionnaires. We found that home numeracy environment predicted early numeracy skills, after controlling for child factors and home literacy environment. The home numeracy environment can be seen as a unique factor in the home environment in predicting numeracy outcomes.

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Section: Individual Differences In Early Numeracy Skillsmentioning

confidence: 99%

Role of Parent Literacy and Numeracy Expectations and Activities in Predicting Early Numeracy Skills

Segers¹,

Kleemans²,

Verhoeven³

2015

Mathematical Thinking and Learning

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“…Although reading is an essential skill, evidence suggests that an emphasis on reading alone may not produce the desired academic outcomes (Watts, Duncan, Siegler, & Davis-Kean, 2014). In addition to reading, students' mathematical knowledge and skills may have wide reaching effects on their future academic and economic success.…”

Section: The Importance Of Mathematics Proficiencymentioning

confidence: 99%

Using an Assessment of Early Mathematical Knowledge and Skills to Inform Policy and Practice: Examples from the Early Grade Mathematics Assessment

Platas¹,

Ketterlin-Geller²,

Sitabkhan³

2016

IJEMST

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This paper describes the development and intended uses of the Early Grades Mathematics Assessment (EGMA), which measures essential early mathematical knowledge and skills that are foundational to more sophisticated mathematical abilities, predictive of later achievement, and teachable. Administering the EGMA can provide policy makers, practitioners, and researchers with information about whether existing educational policies, curricular reforms or programs, and instructional interventions are supporting students in reaching important goals in mathematics. We highlight the utility of the EGMA results in three abbreviated illustrations of implementation studies in low-income countries. Recommendations for policy makers, practitioners, and researchers are provided. Accepted: 30 December 2015 Keywords Mathematics Educational policy International education Assessment IntroductionResearch across the globe has provided evidence on the predictive relationship of early mathematical knowledge and skills on later academic achievement and economic status. Similarly, there has been a growing understanding of the importance of these foundational skills in building and sustaining a democratic society as well as technological capacity at national levels. However, until recently, there have been few efforts to provide valid and reliable population-level assessments of early mathematical knowledge and skills. This manuscript reports on the development and intended uses of the Early Grades Mathematics Assessment (EGMA), an instrument that measures number sense knowledge and skills in the early primary grades. Through snapshots of three implementation studies, we illustrate how policy makers and practitioners can use the EGMA results to evaluate the effectiveness of educational policies, curricular reforms or programs, and instructional practices and interventions. This paper begins with overviews of research on the increasing importance of early mathematics proficiency and current mathematics assessment policies. We follow this with sections that cover the principles underlying the development of the EGMA including the content domains and assessment framework. We then illustrate the uses of the EGMA results through descriptions of three studies and conclude with recommendations for future research, development, and implementation of the EGMA. The Importance of Mathematics ProficiencyFor several decades, children's acquisition of basic reading skills has dominated discussions of interventions in early primary school (Snow, 2002;Thorndike, 1973;UNESCO, 2014). Evidence suggests that if children cannot read by third grade -the point in their education at which they are expected to read text to gain content knowledge in history, language arts, science, and mathematics -they will have difficulty attaining proficiency in reading as well as other content areas (Ball, Paris, & Govinda, 2014). The global response to the importance of reading has resulted in national and international efforts to develop educational policies, curricular refor...

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“…Well-controlled correlational studies show a strong, and persistent, relation between children’s early mathematics skills and their later achievement (Aunola, Leskinen, Lerkkanen, & Nurmi, 2004; Bailey, Siegler, & Geary, 2014a; Byrnes & Wasik, 2009; Claessens & Engel, 2013; Duncan et al, 2007; Geary, Hoard, Nugent, & Bailey, 2013; Jordan et al, 2009; Watts, Duncan, Siegler, & Davis-Kean, 2014; Watts et al, 2015). Theoretically, the link between early and later mathematics achievement is thought to be straightforward, as earlier knowledge in mathematics is necessary for building later knowledge.…”

mentioning

confidence: 99%

Does Early Mathematics Intervention Change the Processes Underlying Children's Learning?

Watts

Clements

Sarama

et al. 2016

Journal of Research on Educational Effectiveness

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Early educational intervention effects typically fade in the years following treatment, and few studies have investigated why achievement impacts diminish over time. The current study tested the effects of a preschool mathematics intervention on two aspects of children’s mathematical development. We tested for separate effects of the intervention on “state” (occasion-specific) and “trait” (relatively stable) variability in mathematics achievement. Results indicated that, although the treatment had a large impact on state mathematics, the treatment had no effect on trait mathematics, or the aspect of mathematics achievement that influences stable individual differences in mathematics achievement over time. Results did suggest, however, that the intervention could affect the underlying processes in children’s mathematical development by inducing more transfer of knowledge immediately following the intervention for students in the treated group.

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What’s Past Is Prologue

Cited by 419 publications

References 35 publications

Role of Parent Literacy and Numeracy Expectations and Activities in Predicting Early Numeracy Skills

Role of Parent Literacy and Numeracy Expectations and Activities in Predicting Early Numeracy Skills

Using an Assessment of Early Mathematical Knowledge and Skills to Inform Policy and Practice: Examples from the Early Grade Mathematics Assessment

Does Early Mathematics Intervention Change the Processes Underlying Children's Learning?

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