Article Version of Record

Relational quantitative reasoning in kindergarten predicts mathematical achievement in third grade

Author(s) / Creator(s)

Schalk, Lennart
Saalbach, Henrik
Grabner, Roland H.
Stern, Elsbeth

Abstract / Description

Tremendous variation in elementary school children’s mathematical achievement can partly be traced back to differences in early domain-specific quantitative competencies. While previous research mainly focused on numerical magnitude representation and counting, we tested the long-term effects of relational quantitative reasoning. Before children (N = 51) entered school (i.e. at age 5-6), we assessed this competence with a test that required no knowledge about Arabic numerals. Two and a half years later, when children were in third grade of elementary school, we gauged mathematical achievement, general reasoning ability, and reading skills. A multiple regression analysis with mathematical achievement as outcome variable revealed a small but unique impact of children’s relational quantitative reasoning in kindergarten on their later mathematical achievement after controlling for general reasoning and reading abilities. Thus, a considerable amount of individual differences in mathematics achievement in elementary school results from differences in early relational quantity understanding that emerge before systematic instruction starts.

Keyword(s)

mathematical achievement quantitative reasoning concept of order general reasoning ability longitudinal study

Persistent Identifier

Date of first publication

2016-08-05

Journal title

Journal of Numerical Cognition

Volume

2

Issue

2

Page numbers

77–90

Publisher

PsychOpen GOLD

Publication status

publishedVersion

Review status

peerReviewed

Is version of

Citation

  • Author(s) / Creator(s)
    Schalk, Lennart
  • Author(s) / Creator(s)
    Saalbach, Henrik
  • Author(s) / Creator(s)
    Grabner, Roland H.
  • Author(s) / Creator(s)
    Stern, Elsbeth
  • PsychArchives acquisition timestamp
    2018-11-21T11:42:41Z
  • Made available on
    2018-11-21T11:42:41Z
  • Date of first publication
    2016-08-05
  • Abstract / Description
    Tremendous variation in elementary school children’s mathematical achievement can partly be traced back to differences in early domain-specific quantitative competencies. While previous research mainly focused on numerical magnitude representation and counting, we tested the long-term effects of relational quantitative reasoning. Before children (N = 51) entered school (i.e. at age 5-6), we assessed this competence with a test that required no knowledge about Arabic numerals. Two and a half years later, when children were in third grade of elementary school, we gauged mathematical achievement, general reasoning ability, and reading skills. A multiple regression analysis with mathematical achievement as outcome variable revealed a small but unique impact of children’s relational quantitative reasoning in kindergarten on their later mathematical achievement after controlling for general reasoning and reading abilities. Thus, a considerable amount of individual differences in mathematics achievement in elementary school results from differences in early relational quantity understanding that emerge before systematic instruction starts.
    en_US
  • Publication status
    publishedVersion
  • Review status
    peerReviewed
  • ISSN
    2363-8761
  • Persistent Identifier
    https://hdl.handle.net/20.500.12034/1240
  • Persistent Identifier
    https://doi.org/10.23668/psycharchives.1432
  • Language of content
    eng
  • Publisher
    PsychOpen GOLD
  • Is version of
    https://doi.org/10.5964/jnc.v2i2.29
  • Keyword(s)
    mathematical achievement
    en_US
  • Keyword(s)
    quantitative reasoning
    en_US
  • Keyword(s)
    concept of order
    en_US
  • Keyword(s)
    general reasoning ability
    en_US
  • Keyword(s)
    longitudinal study
    en_US
  • Dewey Decimal Classification number(s)
    150
  • Title
    Relational quantitative reasoning in kindergarten predicts mathematical achievement in third grade
    en_US
  • DRO type
    article
  • Issue
    2
  • Journal title
    Journal of Numerical Cognition
  • Page numbers
    77–90
  • Volume
    2
  • Visible tag(s)
    Version of Record