Kindergarten predictors of formal understanding of mathematical equivalence in second grade.
Dev Psychol
; 59(8): 1426-1439, 2023 Aug.
Article
em En
| MEDLINE
| ID: mdl-37166867
ABSTRACT
A longitudinal study was conducted to identify unique sources of individual differences in later understanding of the equal sign as a relational symbol of equivalence (i.e., formal understanding of mathematical equivalence). The sample included 141 children from a mid-sized city in the Midwestern United States (Mage = 6 years, 2 months in kindergarten; 88 boys, 53 girls; 71% white, 8% Hispanic or Latine, 7% Black, 3% Asian, 11% multiracial or other race/ethnicity; 42% qualified for free/reduced lunch). Children were assessed on three categories of skills in kindergarten including number knowledge, relational thinking, and executive functioning. These skills were hypothesized to provide a foundation for a formal understanding of mathematical equivalence (assessed in second grade) by preventing a specific, narrow misunderstanding of the equal sign that hinders learning. Results showed that kindergarten relational thinking, particularly tasks assessing nonsymbolic equivalence understanding, uniquely and positively predicted formal understanding of mathematical equivalence and negatively predicted the specific misunderstanding of the equal sign in second grade, controlling for IQ, gender, and free/reduced lunch status. Exploratory analyses unpacking the categories of skills into individual tasks also indicated specific areas of kindergarten instructional focus that may help children construct understanding of mathematical equivalence in future years. (PsycInfo Database Record (c) 2023 APA, all rights reserved).
Texto completo:
1
Base de dados:
MEDLINE
Assunto principal:
Instituições Acadêmicas
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Função Executiva
Tipo de estudo:
Observational_studies
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Prognostic_studies
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Risk_factors_studies
Limite:
Child
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Female
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Humans
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Male
Idioma:
En
Ano de publicação:
2023
Tipo de documento:
Article