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 studyPersistent 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
Schalk, L., Saalbach, H., Grabner, R. H., & Stern, E. (2016). Relational quantitative reasoning in kindergarten predicts mathematical achievement in third grade. Journal of Numerical Cognition, 2(2), 77–90. https://doi.org/10.5964/jnc.v2i2.29
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Author(s) / Creator(s)Schalk, Lennart
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Author(s) / Creator(s)Saalbach, Henrik
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Author(s) / Creator(s)Grabner, Roland H.
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Author(s) / Creator(s)Stern, Elsbeth
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PsychArchives acquisition timestamp2018-11-21T11:42:41Z
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Made available on2018-11-21T11:42:41Z
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Date of first publication2016-08-05
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Abstract / DescriptionTremendous 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
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Publication statuspublishedVersion
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Review statuspeerReviewed
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CitationSchalk, L., Saalbach, H., Grabner, R. H., & Stern, E. (2016). Relational quantitative reasoning in kindergarten predicts mathematical achievement in third grade. Journal of Numerical Cognition, 2(2), 77–90. https://doi.org/10.5964/jnc.v2i2.29en_US
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ISSN2363-8761
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Persistent Identifierhttps://hdl.handle.net/20.500.12034/1240
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Persistent Identifierhttps://doi.org/10.23668/psycharchives.1432
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Language of contenteng
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PublisherPsychOpen GOLD
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Is version ofhttps://doi.org/10.5964/jnc.v2i2.29
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Keyword(s)mathematical achievementen_US
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Keyword(s)quantitative reasoningen_US
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Keyword(s)concept of orderen_US
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Keyword(s)general reasoning abilityen_US
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Keyword(s)longitudinal studyen_US
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Dewey Decimal Classification number(s)150
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TitleRelational quantitative reasoning in kindergarten predicts mathematical achievement in third gradeen_US
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DRO typearticle
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Issue2
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Journal titleJournal of Numerical Cognition
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Page numbers77–90
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Volume2
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Visible tag(s)Version of Record