Predictive Relations between Early Place Value Understanding and Multidigit Calculation: Approximate versus Syntactic Measures

Autor/inn/en	Mix, Kelly S.; Bower, Corinne A.; Yuan, Lei; Hancock, Gregory R.; Smith, Linda B.
Titel	Predictive Relations between Early Place Value Understanding and Multidigit Calculation: Approximate versus Syntactic Measures
Quelle	In: Educational Psychology, 43 (2023) 7, S.795-813 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Mix, Kelly S.) ORCID (Bower, Corinne A.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0144-3410
DOI	10.1080/01443410.2023.2254528
Schlagwörter	Kindergarten; Number Concepts; Computation; Grade 2; Mathematics Skills; Knowledge Level; Predictor Variables; Comprehension; Indiana; Maryland; Michigan + Suchen Sie Ihr Suchwort? Number concept; Zahlbegriff; School year 02; 2. Schuljahr; Schuljahr 02; Mathmatics achievement; Mathematics ability; Mathematische Kompetenz; Wissensbasis; Prädiktor; Verstehen; Verständnis
Abstract	The current longitudinal study measured 279 kindergartners' (M[subscript age] = 5.76 years; SD = 0.55; 135 females) place value understanding using both approximate and syntactic measures based on previous evidence that early variation in performance on approximate measures was associated with subsequent syntactic place value understanding. In the present study, we used the same dataset but traced kindergarten variation on both approximate and syntactic measures to children's multidigit calculation skill in second grade. Path analyses indicated that latent approximate place value knowledge predicted later multidigit calculation performance but more precise understanding of counts and base-ten units did not. However, among the individual task predictors, Base-Ten Counting was the strongest predictor followed by a task asking for specific count of units (e.g. 'Which number has ["two tens"]?') and reading and writing number names (Transcoding). Thus, multidigit calculation skills appear to develop from an emerging, but imprecise understanding of count + unit syntax. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01