The importance of number sense to mathematics achievement in first and third grades
Children's symbolic number sense was examined at the beginning of first grade with a short screen of competencies related to counting, number knowledge, and arithmetic operations. Conventional mathematics achievement was then assessed at the end of both first and third grades. Controlling for a...
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| Veröffentlicht in: | Learning and individual differences 2010-04, Vol.20 (2), p.82-88 |
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| container_title | Learning and individual differences |
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| creator | Jordan, Nancy C. Glutting, Joseph Ramineni, Chaitanya |
| description | Children's symbolic number sense was examined at the beginning of first grade with a short screen of competencies related to counting, number knowledge, and arithmetic operations. Conventional mathematics achievement was then assessed at the end of both first and third grades. Controlling for age and cognitive abilities (i.e., language, spatial, and memory), number sense made a unique and meaningful contribution to the variance in mathematics achievement at both first and third grades. Furthermore, the strength of the predictions did not weaken over time. Number sense was most strongly related to the ability to solve applied mathematics problems presented in various contexts. The number sense screen taps important intermediate skills that should be considered in the development of early mathematics assessments and interventions. |
| doi_str_mv | 10.1016/j.lindif.2009.07.004 |
| format | Article |
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Conventional mathematics achievement was then assessed at the end of both first and third grades. Controlling for age and cognitive abilities (i.e., language, spatial, and memory), number sense made a unique and meaningful contribution to the variance in mathematics achievement at both first and third grades. Furthermore, the strength of the predictions did not weaken over time. Number sense was most strongly related to the ability to solve applied mathematics problems presented in various contexts. 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The number sense screen taps important intermediate skills that should be considered in the development of early mathematics assessments and interventions.</description><subject>Age Differences</subject><subject>Arithmetic</subject><subject>Cognitive Ability</subject><subject>Competence</subject><subject>Correlation</subject><subject>Elementary School Mathematics</subject><subject>Grade 1</subject><subject>Grade 3</subject><subject>Learning difficulties</subject><subject>Mathematics</subject><subject>Mathematics Achievement</subject><subject>Mathematics Instruction</subject><subject>Mathematics Skills</subject><subject>Number Concepts</subject><subject>Number sense</subject><subject>Numeracy</subject><subject>Predictor Variables</subject><subject>Problem Solving</subject><issn>1041-6080</issn><issn>1873-3425</issn><fulltext>true</fulltext><rsrctype>article</rsrctype><creationdate>2010</creationdate><recordtype>article</recordtype><recordid>eNp9kUtv1DAUhS0EoqXlH1TISzYJ13b8yAYJVYWCKnVBu7Yc-6bxKI_BzozEv8fVtANsuvBL99zjY3-EXDCoGTD1aVOPcQ6xrzlAW4OuAZpX5JQZLSrRcPm67KFhlQIDJ-RdzhsA0K1Qb8kJhwaY4PqU_LwbkMZpu6TVzR7p0tN5N3WYaMY5I10XOrl1wDJFn6nzQ8Q9TjivNM60jymv1M2BrkNMgT4kFzCfkze9GzO-f1rPyP3Xq7vL6-rm9tv3yy83lZcS1kqAY16CCmUA4wyD46b1QQF2iE6poCTywFQ5cdY2PgTddpq5oEVnghRn5PPBd7vrJgy-hEputNsUJ5d-28VF-39ljoN9WPaWGymZFMXg45NBWn7tMK92itnjOLoZl122zAjZ6Ea2pkibg9SnJeeE_fEaBvaRh93YAw_7yMOCtoVHafvwb8Rj0zOAIrg4CDBFfyxf_TCaS6P-PhHLP-4jJpt9xAIqxIR-tWGJLwf4A70eqRI</recordid><startdate>20100401</startdate><enddate>20100401</enddate><creator>Jordan, Nancy C.</creator><creator>Glutting, Joseph</creator><creator>Ramineni, Chaitanya</creator><general>Elsevier Inc</general><general>Elsevier</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>NPM</scope><scope>AAYXX</scope><scope>CITATION</scope><scope>7X8</scope><scope>5PM</scope></search><sort><creationdate>20100401</creationdate><title>The importance of number sense to mathematics achievement in first and third grades</title><author>Jordan, Nancy C. ; Glutting, Joseph ; Ramineni, Chaitanya</author></sort><facets><frbrtype>5</frbrtype><frbrgroupid>cdi_FETCH-LOGICAL-c550t-30a1c506d5060121eda289cd60ebeea66d65e2d16bee2194cdd79b71ad73b8d53</frbrgroupid><rsrctype>articles</rsrctype><prefilter>articles</prefilter><language>eng</language><creationdate>2010</creationdate><topic>Age Differences</topic><topic>Arithmetic</topic><topic>Cognitive Ability</topic><topic>Competence</topic><topic>Correlation</topic><topic>Elementary School Mathematics</topic><topic>Grade 1</topic><topic>Grade 3</topic><topic>Learning difficulties</topic><topic>Mathematics</topic><topic>Mathematics Achievement</topic><topic>Mathematics Instruction</topic><topic>Mathematics Skills</topic><topic>Number Concepts</topic><topic>Number sense</topic><topic>Numeracy</topic><topic>Predictor Variables</topic><topic>Problem Solving</topic><toplevel>peer_reviewed</toplevel><toplevel>online_resources</toplevel><creatorcontrib>Jordan, Nancy C.</creatorcontrib><creatorcontrib>Glutting, Joseph</creatorcontrib><creatorcontrib>Ramineni, Chaitanya</creatorcontrib><collection>ERIC</collection><collection>ERIC (Ovid)</collection><collection>ERIC</collection><collection>ERIC</collection><collection>ERIC (Legacy Platform)</collection><collection>ERIC( SilverPlatter )</collection><collection>ERIC</collection><collection>ERIC PlusText (Legacy Platform)</collection><collection>Education Resources Information Center (ERIC)</collection><collection>ERIC</collection><collection>PubMed</collection><collection>CrossRef</collection><collection>MEDLINE - Academic</collection><collection>PubMed Central (Full Participant titles)</collection><jtitle>Learning and individual differences</jtitle></facets><delivery><delcategory>Remote Search Resource</delcategory><fulltext>fulltext</fulltext></delivery><addata><au>Jordan, Nancy C.</au><au>Glutting, Joseph</au><au>Ramineni, Chaitanya</au><format>journal</format><genre>article</genre><ristype>JOUR</ristype><ericid>EJ872586</ericid><atitle>The importance of number sense to mathematics achievement in first and third grades</atitle><jtitle>Learning and individual differences</jtitle><addtitle>Learn Individ Differ</addtitle><date>2010-04-01</date><risdate>2010</risdate><volume>20</volume><issue>2</issue><spage>82</spage><epage>88</epage><pages>82-88</pages><issn>1041-6080</issn><eissn>1873-3425</eissn><abstract>Children's symbolic number sense was examined at the beginning of first grade with a short screen of competencies related to counting, number knowledge, and arithmetic operations. 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| fulltext | fulltext |
| identifier | ISSN: 1041-6080 |
| ispartof | Learning and individual differences, 2010-04, Vol.20 (2), p.82-88 |
| issn | 1041-6080 1873-3425 |
| language | eng |
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| source | Elsevier ScienceDirect Journals |
| subjects | Age Differences Arithmetic Cognitive Ability Competence Correlation Elementary School Mathematics Grade 1 Grade 3 Learning difficulties Mathematics Mathematics Achievement Mathematics Instruction Mathematics Skills Number Concepts Number sense Numeracy Predictor Variables Problem Solving |
| title | The importance of number sense to mathematics achievement in first and third grades |
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