Early mathematical competencies and later achievement : insights from the Longitudinal Study of Australian Children
International research suggests that early mathematical competence predicts later mathematical achievement. In this article, we explore the relationship between mathematical competencies at 4-5 years, as measured by teacher ratings, and later results on Years 3, 5, 7 and 9 National Assessment Progra...
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| Veröffentlicht in: | Mathematics education research journal 2018-12, Vol.30 (4), p.429-444 |
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| creator | MacDonald, Amy Carmichael, Colin |
| description | International research suggests that early mathematical competence predicts later mathematical achievement. In this article, we explore the relationship between mathematical competencies at 4-5 years, as measured by teacher ratings, and later results on Years 3, 5, 7 and 9 National Assessment Program - Literacy and Numeracy (NAPLAN) numeracy tests. Data from a nationally representative sample of 2343 children participating in the Longitudinal Study of Australian Children (LSAC) are examined. In line with international studies, we report moderate correlations between preschool-entry mathematics and later NAPLAN numeracy test results. However, analysis of individual growth trajectories indicates that early mathematics predicts the initial (Year 3) level, but not subsequent growth. This suggests that early mathematical competencies are important for enhancing achievement in early schooling, but that the quality of mathematics education provided in the schooling years is critical for future development. [Author abstract] |
| doi_str_mv | 10.1007/s13394-017-0230-6 |
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In this article, we explore the relationship between mathematical competencies at 4-5 years, as measured by teacher ratings, and later results on Years 3, 5, 7 and 9 National Assessment Program - Literacy and Numeracy (NAPLAN) numeracy tests. Data from a nationally representative sample of 2343 children participating in the Longitudinal Study of Australian Children (LSAC) are examined. In line with international studies, we report moderate correlations between preschool-entry mathematics and later NAPLAN numeracy test results. However, analysis of individual growth trajectories indicates that early mathematics predicts the initial (Year 3) level, but not subsequent growth. This suggests that early mathematical competencies are important for enhancing achievement in early schooling, but that the quality of mathematics education provided in the schooling years is critical for future development. 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In this article, we explore the relationship between mathematical competencies at 4-5 years, as measured by teacher ratings, and later results on Years 3, 5, 7 and 9 National Assessment Program - Literacy and Numeracy (NAPLAN) numeracy tests. Data from a nationally representative sample of 2343 children participating in the Longitudinal Study of Australian Children (LSAC) are examined. In line with international studies, we report moderate correlations between preschool-entry mathematics and later NAPLAN numeracy test results. However, analysis of individual growth trajectories indicates that early mathematics predicts the initial (Year 3) level, but not subsequent growth. This suggests that early mathematical competencies are important for enhancing achievement in early schooling, but that the quality of mathematics education provided in the schooling years is critical for future development. [Author abstract]</description><subject>Children</subject><subject>Competence</subject><subject>Correlation</subject><subject>Correlation analysis</subject><subject>Education</subject><subject>Foreign Countries</subject><subject>Grade 2</subject><subject>Grade 4</subject><subject>Grade 6</subject><subject>Grade 8</subject><subject>Longitudinal Studies</subject><subject>Longitudinal Study of Australian Children</subject><subject>Mathematical analysis</subject><subject>Mathematics</subject><subject>Mathematics Achievement</subject><subject>Mathematics Education</subject><subject>Mathematics Instruction</subject><subject>Mathematics skills</subject><subject>Mathematics Tests</subject><subject>National Assessment Program, Literacy and Numeracy (NAPLAN) (Australia)</subject><subject>National Competency Tests</subject><subject>Numeracy</subject><subject>Predictor Variables</subject><subject>Preschool children</subject><subject>Primary secondary education</subject><subject>Trajectory analysis</subject><issn>1033-2170</issn><issn>2211-050X</issn><fulltext>true</fulltext><rsrctype>article</rsrctype><creationdate>2018</creationdate><recordtype>article</recordtype><sourceid>BENPR</sourceid><recordid>eNp9kU-r1DAUxYMoOD79AC6EgOtqbm6bTN09h_EfAy5UcBcyaTLNo01qknkw396MfYgrN0ngnPO7lxNCXgJ7A4zJtxkQ-7ZhIBvGkTXiEdlwDtCwjv18TDbAEBsOkj0lz3K-Y6xDFGxD8l6n6UJnXUZbD2_0RE2cF1tsMN5mqsNAJ11sotqM3t7b2YZC31Efsj-NJVOX4kxrmh5iOPlyHnyojG_1caHR0dtzLklPXge6G_00JBuekydOT9m-eLhvyI8P---7T83h68fPu9tDY7CXpdGoUWjBcZC63RrRug627AjoDDPQwpE7KdD07NgLB-5oO-RMCCk7abbgOrwhr1fukuKvs81F3cVzqttlBb1osUcueXXB6jIp5pysU0vys04XBUxdu1Vrt6p2q67dKlEzr9aMTd789e-_QOUyuE7mq56rFk42_TP5P9D3ayjNviht_VLUWMqS1aCLVj64-EeJ6aSG6K8kRBAPTl5_W27xN92HniI</recordid><startdate>20181201</startdate><enddate>20181201</enddate><creator>MacDonald, Amy</creator><creator>Carmichael, Colin</creator><general>Springer Netherlands</general><general>Springer</general><general>Springer Nature B.V</general><scope>7SW</scope><scope>BJH</scope><scope>BNH</scope><scope>BNI</scope><scope>BNJ</scope><scope>BNO</scope><scope>ERI</scope><scope>PET</scope><scope>REK</scope><scope>WWN</scope><scope>AAYXX</scope><scope>CITATION</scope><scope>0-V</scope><scope>3V.</scope><scope>7SC</scope><scope>7SP</scope><scope>7TB</scope><scope>7U5</scope><scope>7XB</scope><scope>88B</scope><scope>8FD</scope><scope>8FE</scope><scope>8FG</scope><scope>8FK</scope><scope>ABJCF</scope><scope>ABUWG</scope><scope>AFKRA</scope><scope>ALSLI</scope><scope>AZQEC</scope><scope>BENPR</scope><scope>BGLVJ</scope><scope>CCPQU</scope><scope>CJNVE</scope><scope>DWQXO</scope><scope>FR3</scope><scope>GNUQQ</scope><scope>HCIFZ</scope><scope>JQ2</scope><scope>KR7</scope><scope>L6V</scope><scope>L7M</scope><scope>L~C</scope><scope>L~D</scope><scope>M0P</scope><scope>M7S</scope><scope>PQEDU</scope><scope>PQEST</scope><scope>PQQKQ</scope><scope>PQUKI</scope><scope>PRINS</scope><scope>PTHSS</scope><scope>Q9U</scope><orcidid>https://orcid.org/0000-0001-5983-4980</orcidid></search><sort><creationdate>20181201</creationdate><title>Early mathematical competencies and later achievement : insights from the Longitudinal Study of Australian Children</title><author>MacDonald, Amy ; 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| ispartof | Mathematics education research journal, 2018-12, Vol.30 (4), p.429-444 |
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| subjects | Children Competence Correlation Correlation analysis Education Foreign Countries Grade 2 Grade 4 Grade 6 Grade 8 Longitudinal Studies Longitudinal Study of Australian Children Mathematical analysis Mathematics Mathematics Achievement Mathematics Education Mathematics Instruction Mathematics skills Mathematics Tests National Assessment Program, Literacy and Numeracy (NAPLAN) (Australia) National Competency Tests Numeracy Predictor Variables Preschool children Primary secondary education Trajectory analysis |
| title | Early mathematical competencies and later achievement : insights from the Longitudinal Study of Australian Children |
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