Kindergarten Predictors of Formal Understanding of Mathematical Equivalence in Second Grade

Autor/inn/en	Devlin, Brianna L.; Hornburg, Caroline Byrd; McNeil, Nicole M.
Titel	Kindergarten Predictors of Formal Understanding of Mathematical Equivalence in Second Grade
Quelle	In: Developmental Psychology, 59 (2023) 8, S.1426-1439 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Devlin, Brianna L.) ORCID (Hornburg, Caroline Byrd)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0012-1649
DOI	10.1037/dev0001559
Schlagwörter	Kindergarten; Grade 2; Elementary School Students; Predictor Variables; Mathematical Concepts; Concept Formation; Numeracy; Thinking Skills; Executive Function; Symbols (Mathematics); Student Characteristics; Intelligence Quotient; Mathematics Achievement; Kaufman Brief Intelligence Test; Woodcock Johnson Tests of Achievement + Suchen Sie Ihr Suchwort? School year 02; 2. Schuljahr; Schuljahr 02; Prädiktor; Concept learning; Begriffsbildung; Rechenkompetenz; Denkfähigkeit; Intelligenzquotient; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz
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 (M[subscript age] = 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. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01