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Autor/inn/en | Fischer, Jean-Paul; Thierry, Xavier |
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Titel | Are Differences between Social Classes Reduced by Non-Symbolic Numerical Tasks? Evidence from the ELFE Cohort |
Quelle | In: British Journal of Educational Psychology, 91 (2021) 1, S.286-299 (14 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
Zusatzinformation | ORCID (Fischer, Jean-Paul) |
Sprache | englisch |
Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
ISSN | 0007-0998 |
DOI | 10.1111/bjep.12363 |
Schlagwörter | Social Differences; Social Class; Preschool Children; Numeracy; Mathematics Skills; Foreign Countries; Socioeconomic Status; Family Income; Parent Background; Mothers; Scores; Economically Disadvantaged; France Sozialer Unterschied; Social classes; Soziale Klasse; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Rechenkompetenz; Mathmatics achievement; Mathematics ability; Mathematische Kompetenz; Ausland; Socio-economic status; Sozioökonomischer Status; Familieneinkommen; Elternhaus; Mother; Mutter; Frankreich |
Abstract | Background: Young children's mathematics abilities may be divided between symbolic and non-symbolic skills. Lower performance of SES disadvantaged versus advantaged children has already been established in symbolic math. Aim: This study aimed to verify the effect of children's SES category on non-symbolic mathematical (numerical) performance. Sample: The main sample comprises 4,955 children from the French longitudinal study, ELFE, tested when they were in the nursery school (4- to 5-year-olds). Method: The distinction between symbolic and non-symbolic math skills based on the specific math assessment items used in the present study was verified on a larger sample. The SES-related difference in non-symbolic math skills was then examined in the ELFE sample only. Results: The children's performance in non-symbolic maths is significantly and almost as strongly correlated with their family's income and their mother's level of education as their performances in symbolic maths. Linear regression mixed-effects modelling shows that the score in non-symbolic maths (out of 100) of children from families with below median income is 3.8 points lower than that of their peers from families with above median income. Conclusion: Children from disadvantaged SES backgrounds perform significantly lower than those from advantaged backgrounds in non-symbolic maths. Even if non-symbolic math skills retain an educational interest, they should not reduce the importance of symbolic math skills in young children. (As Provided). |
Anmerkungen | Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us |
Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
Update | 2024/1/01 |