Journal Article10.1037/0022-0663.96.4.699
Developmental Dynamics of Math Performance From Preschool to Grade 2
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TL;DR: In this article, the developmental dynamics of mathematical performance during children's transition from preschool to grade 2 and the cognitive antecedents of this development were investigated, and the results indicated that math performance showed high stability and increasing variance over time.
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Abstract: This study investigated the developmental dynamics of mathematical performance during children's transition from preschool to Grade 2 and the cognitive antecedents of this development. 194 Finnish children were examined 6 times according to their math performance, twice during each year across a 3-year period. Cognitive antecedents, that is, counting ability, visual attention, metacognitive knowledge, and listening comprehension, were tested at the first measurement point. The results indicated that math performance showed high stability and increasing variance over time. Moreover, the growth of math competence was faster among those who entered preschool with an already high level of mathematical skills. The initial level of math performance, as well as its growth, was best predicted by counting ability.
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Temperamentally inhibited children are at risk for poorer maths performance: self-concept as mediator
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Kindergarten Teachers' Perceptions of Barriers English Language Learners Face in Mathematics.
Martha A. Franklin
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Red Light, Purple Light! Results of an Intervention to Promote School Readiness for Children from Low-Income Backgrounds.
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