"Groupitizing" Reflects Conceptual Developments in Math Cognition and Inequities in Math Achievement from Childhood through Adolescence

Autor/inn/en	Guillaume, Mathieu; Roy, Ethan; Van Rinsveld, Amandine; Starkey, Gillian S.; Uncapher, Melina R.; McCandliss, Bruce D.
Titel	"Groupitizing" Reflects Conceptual Developments in Math Cognition and Inequities in Math Achievement from Childhood through Adolescence
Quelle	In: Child Development, 94 (2023) 2, S.335-347 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Guillaume, Mathieu) ORCID (Roy, Ethan) ORCID (Van Rinsveld, Amandine) ORCID (Starkey, Gillian S.) ORCID (Uncapher, Melina R.) ORCID (McCandliss, Bruce D.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0009-3920
DOI	10.1111/cdev.13859
Schlagwörter	Concept Formation; Child Development; Schemata (Cognition); Mathematics Skills; Cognitive Processes; Mathematics Achievement; Grouping (Instructional Purposes); Elementary School Students; Middle School Students; Predictor Variables; Mathematical Concepts; Numeracy; Equal Education; Socioeconomic Status + Suchen Sie Ihr Suchwort? Concept learning; Begriffsbildung; Kindesentwicklung; Cognition; Schema; Kognition; Mathmatics achievement; Mathematics ability; Mathematische Kompetenz; Cognitive process; Kognitiver Prozess; Mathmatics sikills; Mathematical ability; Grouping; Gruppenbildung; Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; Prädiktor; Rechenkompetenz; Socio-economic status; Sozioökonomischer Status
Abstract	Understanding the cognitive processes central to mathematical development is crucial to addressing systemic inequities in math achievement. We investigate the "Groupitizing" ability in 1209 third to eighth graders (mean age at first timepoint = 10.48, 586 girls, 39.16% Asian, 28.88% Hispanic/Latino, 18.51% White), a process that captures the ability to use grouping cues to access the exact value of a set. Groupitizing improves each year from late childhood to early adolescence (d = 3.29), is a central predictor of math achievement (beta weight = 0.30), is linked to conceptual processes in mathematics (minimum d = 0.69), and helps explain the dynamic between the ongoing development of non-symbolic number concepts, systemic educational inequities in school associated with SES, and mathematics achievement (minimum beta weight = 0.11) in ways that explicit symbolic measures may miss. [This article was written with the Project iLead Consortium.] (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