Pathways to Mathematics: Longitudinal Predictors of Performance

Child Development

Volumn 81, Issue 6, 2010, Pages 1753-1767

  Lefevre, Jo Anne ^a   Fast, Lisa ^a   Skwarchuk, Sheri Lynn ^b   Smith Chant, Brenda L ^c   Bisanz, Jeffrey ^d   Kamawar, Deepthi ^a   Penner Wilger, Marcie ^a  

^a CARLETON UNIVERSITY   (Canada)

^b UNIVERSITY OF WINNIPEG   (Canada)

^c TRENT UNIVERSITY   (Canada)

^d UNIVERSITY OF ALBERTA   (Canada)

Author keywords

[No Author keywords available]

Indexed keywords

ACHIEVEMENT; ARTICLE; ATTENTION; BEHAVIOR; CHILD; CHILD DEVELOPMENT; COGNITION; FEMALE; FOLLOW UP; HUMAN; LINGUISTICS; MALE; MATHEMATICS; NEUROPSYCHOLOGICAL TEST; PRESCHOOL CHILD; PSYCHOLOGICAL MODEL; PSYCHOMOTOR PERFORMANCE;

ACHIEVEMENT; ATTENTION; CHILD; CHILD DEVELOPMENT; CHILD, PRESCHOOL; COGNITION; FEMALE; FOLLOW-UP STUDIES; HUMANS; LINGUISTICS; MALE; MATHEMATICS; MODELS, PSYCHOLOGICAL; NEUROPSYCHOLOGICAL TESTS; PSYCHOMOTOR PERFORMANCE; SPATIAL BEHAVIOR;

EID: 78449290918     PISSN: 00093920     EISSN: 14678624     Source Type: Journal    
DOI: 10.1111/j.1467-8624.2010.01508.x     Document Type: Article

References (64)

1. Ansari, D. (2008). Effect of development and enculturation on number representation in the brain. Nature Reviews Neuroscience, 9, 278-291.
2. Ansari, D., Donlan, C., Thomas, M. S. C., Ewing, S. A., Peen, T., & Karmiloff-Smith, A. (2003). What makes counting count? Verbal and visuo-spatial contributions to typical and atypical number development. Journal of Experimental Child Psychology, 85, 50-62.
3. Arp, S., & Fagard, J. (2005). What impairs subitizing in cerebral palsied children? Developmental Psychobiology, 47, 89-102.
4. Aunio, P., Niemivirtaa, M., Hautamaki, J., Van Luit, J. E. H., Shi, J., & Zhang, M. (2006). Young children's number sense in China and Finland. Scandinavian Journal of Educational Research, 50, 483-502.
5. Aunola, K., Leskinen, E., Lerkkanen, M. K., & Nurmi, J. E. (2004). Developmental dynamics of math performance from preschool to Grade 2. Journal of Educational Psychology, 96, 699-713.
6. Baddeley, A. D. (2002). Is working memory still working? European Psychologist, 7, 85-97.
7. Barnes, M. A., Smith-Chant, B. L., & Landry, S. H. (2005). Number processing in neurodevelopmental disorders: Spina bifida myelomenigocele. In J. I. D. Campbell (Ed.), Handbook of mathematical cognition (pp. 299-313). New York: Psychology Press.
8. Berch, D., & Mazzocco, M. (2007). Why is math so hard for some children? The nature and origins of mathematical learning difficulties and disabilities. Baltimore: Paul H. Brookes.
9. Bisanz, J., Sherman, J. L., Rasmussen, C., & Ho, E. (2005). Development of arithmetic skills and knowledge in preschool children. In J. I. D. Campbell (Ed.), Handbook of mathematical cognition (pp. 143-162). New York: Psychology Press.
10. Bull, R., Espy, K. A., & Wiebe, S. A. (2008). Short-term memory, working memory, and executive functioning in preschoolers: Longitudinal predictors of mathematical achievement at age 7 years. Developmental Neuropsychology, 33, 205-228.
11. Butterworth, B. (1999). What counts: How every brain is hardwired for math. New York: Free Press.
12. Butterworth, B. (2005). The development of arithmetical abilities. Journal of Child Psychology and Psychiatry, 46, 3-18.
13. Castelli, F., Glaser, D. E., & Butterworth, B. (2006). Discrete and analogue quantity processing in the parietal lobe: A functional MRI study. PNAS Proceedings of the National Academy of Sciences of the United States of America, 103, 4693-4698.
14. Connolly, A. J. (2000). KeyMath-Revised/Updated Canadian Norms. Richmond Hill, Canada: PsyCan.
15. Dehaene, S., Molko, N., Cohen, L., & Wilson, A. J. (2004). Arithmetic and the brain. Current Opinion in Neurobiology, 14, 218-224.
16. Dehaene, S., Piazza, M., Pinel, P., & Cohen, L. (2005). Three parietal circuits for number processing. In J. I. D. Campbell (Ed.), Handbook of mathematical cognition (pp. 433-453). New York: Psychology Press.
17. DeSmedt, B., Swillen, A., Devriendt, K., Fryns, J. P., Verschaffel, L., & Ghesquière, P. (2007). Mathematical disabilities in children with velo-cardio-facial syndrome. Neuropsychologia, 45, 885-895.
18. DeSmedt, B., Verschaffel, L., & Ghesquière, P. (2009). The predictive value of numerical magnitude comparison for individual differences in mathematical achievement. Journal of Experimental Child Psychology, 103, 469-479.
19. Desoete, A., & Grégoire, J. (2006). Numerical competence in young children and in children with mathematics learning disabilities. Learning and Individual Differences, 16, 351-367.
20. DeStefano, D., & LeFevre, J. (2004). The role of working memory in mental arithmetic. European Journal of Cognitive Psychology, 16, 353-386.
21. Donlan, C. (2007). Mathematical development in children with specific language impairments. In D. B. Berch & M. M. M. Mazzocco (Eds.), Why is math so hard for some children? The nature and origins of mathematical learning difficulties and disabilities (pp. 151-172). Baltimore: Paul H. Brookes.
22. Dunn, L. M., & Dunn, L. M. (1997). Peabody Picture Vocabulary Test-III. Circle Pines, MN: American Guidance Service.
23. Durand, M., Hulme, C., Larkin, R., & Snowling, M. (2005). The cognitive foundations of reading and arithmetic skills in 7- to 10-year-olds. Journal of Experimental Child Psychology, 91, 113-136.
24. Espy, K. A., & Bull, R. (2005). Inhibitory processes in young children and individual variation in short-term memory. Developmental Neuropsychology, 28, 669-688.
25. Geary, D. C., Hoard, M. K., Byrd-Craven, J., Nugent, L., & Numtee, C. (2007). Cognitive mechanisms underlying deficits in children with mathematical learning disabilities. Child Development, 78, 1343-1359.
26. Gelman, R., & Butterworth, B. (2005). Number and language: How are they related? Trends in Cognitive Sciences, 9, 6-10.
27. Halberda, J., Mazzocco, M. M. M., & Feigenson, L. (2008). Individual differences in non-verbal number acuity correlate with maths achievement. Nature, 455, 665-668.
28. Hecht, S. A., Torgesen, J. K., Wagner, R. K., & Rashotte, C. A. (2001). The relations between phonological processing abilities and emerging individual differences in mathematical computational skills: A longitudinal study from second to fifth grades. Journal of Experimental Child Psychology, 79, 192-227.
29. Holloway, I. D., & Ansari, D. (2009). Mapping numerical magnitudes onto symbols: The numerical distance effect and individual differences in children's mathematics achievement. Journal of Experimental Child Psychology, 103, 17-29.
30. Holmes, J., Adams, J. W., & Hamilton, C. J. (2008). The relationship between visuospatial sketchpad capacity and children's mathematical skills. European Journal of Cognitive Psychology, 20, 272-289.
31. Huttenlocher, J., Jordan, N. C., & Levine, S. C. (1994). A mental model for early arithmetic. Journal of Experimental Psychology: General, 123, 284-296.
32. Jordan, N. C., Kaplan, D., Locuniak, M. N., & Ramineni, C. (2007). Predicting first-grade math achievement from developmental number sense trajectories. Disabilities Research & Practice, 22, 36-46.
33. Jordan, N. C., Kaplan, D., Oláh, L. N., & Locuniak, M. N. (2006). Number sense growth in kindergarten: A longitudinal investigation of children at risk for mathematics difficulties. Child Development, 77, 153-175.
34. Koontz, K. L., & Berch, D. B. (1996). Identifying simple numerical stimuli: Processing inefficiencies exhibited by arithmetic learning disabled children. Mathematical Cognition, 2, 1-24.
35. Krajewski, K., & Schneider, W. (2009). Exploring the impact of phonological awareness, visual-spatial working memory, and preschool quantity-number competencies on mathematics achievement in elementary school: Findings from a 3-year longitudinal study. Journal of Experimental Child Psychology, 103, 516-531.
36. Landerl, K., Bevan, A., & Butterworth, B. (2004). Developmental dyscalculia and basic numerical capacities: A study of 8- and 9-year-old students. Cognition, 93, 99-125.
37. Laski, E. V., & Siegler, R. S. (2007). Is 27 a big number? Correlational and causal connections among numerical categorization, number line estimation, and numerical magnitude comparison Child Development, 78, 1723-1743.
38. Levine, S. C., Jordan, N. C., & Huttenlocher, J. (1992). Development of calculation abilities in young children. Journal of Experimental Child Psychology, 53, 72-103.
39. Locuniak, M. N., & Jordan, N. C. (2008). Using kindergarten number sense to predict calculation fluency in second grade. Journal of Learning Disabilities, 41, 451-459.
40. Mandler, G., & Shebo, B. J. (1982). Subitizing: An analysis of its component processes. Journal of Experimental Psychology: General, 11, 1-22.
41. Mazzocco, M. M. M., & McCloskey, M. (2005). Math performance in girls with Turner or fragile X syndrome. In J. I. D. Campbell (Ed.), Handbook of mathematical cognition (pp. 269-297). New York: Psychology Press.
42. McKenzie, B., Bull, R., & Gray, C. (2003). The effects of phonological and visual-spatial interference on children's arithmetical performance. Educational and Child Psychology, 20, 93-108.
43. Miyake, A., Friedman, N. P., Rettinger, D. A., Shah, P., & Hegarty, M. (2001). How are visuospatial working memory, executive functioning, and spatial abilities related? A latent-variable analysis Journal of Experimental Psychology: General, 130, 621-640.
44. Moeller, K., Pixner, S., Kaufmann, L., & Nuerk, H. (2009). Children's early mental number line: Logarithmic or decomposed linear? Journal of Experimental Child Psychology, 103, 503-515.
45. Mundy, E., & Gilmore, C. (2009). Children's mappings between symbolic and nonsymbolic representations of number. Journal of Experimental Child Psychology, 103, 490-502.
46. Opfer, J. E., & Siegler, R. S. (2007). Representational change and children's numerical estimation. Cognitive Psychology, 55, 169-195.
47. Passolunghi, M. C., Vercelloni, B., & Schadee, H. (2007). The precursors of mathematics learning: Working memory, phonological ability and numerical competence. Cognitive Development, 22, 165-184.
48. Rasmussen, C., & Bisanz, J. (2005). Representation and working memory in early arithmetic. Journal of Experimental Child Psychology, 91, 137-157.
49. Ridgeway, D. (2006). Strategic grouping in the spatial span memory task. Memory, 14, 990-1000.
50. Rousselle, L., & Noël, M. (2007). Basic numerical skills in children with mathematics learning disabilities: A comparison of symbolic vs non-symbolic number magnitude. Cognition, 102, 361-395.
51. Siegler, R. S., & Booth, J. L. (2004). Development of numerical estimation in young children. Child Development, 75, 428-444.
52. Siegler, R. S., & Opfer, J. E. (2003). The development of numerical estimation: Evidence for multiple representations of numerical quantity. Psychological Science, 14, 237-243.
53. Simmons, F., Singleton, C., & Horne, J. (2008). Brief report-phonological awareness and visual-spatial sketchpad functioning predict early arithmetic attainment: Evidence from a longitudinal study. European Journal of Cognitive Psychology, 20, 711-722.
54. Spelke, E., & Dehaene, S. (1999). Biological foundations of numerical thinking: Response to T. J. Simon (1999). Trends in Cognitive Sciences, 3, 365.
55. Swanson, H. L., Jerman, O., & Zheng, X. (2008). Growth in working memory and mathematical problem solving in children at risk and not at risk for serious math difficulties. Journal of Educational Psychology, 100, 343-379.
56. Swanson, H. L., & Sachse-Lee, C. (2001). Mathematical problem solving and working memory in children with learning disabilities: Both executive and phonological processes are important. Journal of Experimental Child Psychology, 79, 294-321.
57. Trick, L. M., & Pylyshyn, Z. W. (1994). Why are small and large numbers enumerated differently? A limited-capacity preattentive stage in vision Psychological Review, 101, 80-102.
58. Van Der Sluis, S., De Jong, P. F., & Van Der Leij, A. (2004). Inhibition and shifting in children with learning deficits in arithmetic and reading. Journal of Experimental Child Psychology, 87, 239-266.
59. Wagner, R. K., Torgesen, J. K., & Rashotte, C. A. (1999). The Comprehensive Test of Phonological Processing. Austin, TX: Pro-Ed.
60. Willburger, E., Fussenegger, B., Moll, K., Wood, G., & Landerl, K. (2008). Naming speed in dyslexia and dyscalculia. Learning and Individual Differences, 18, 224-236.
61. Wilson, K. M., & Swanson, H. L. (2001). Are mathematics disabilities due to a domain-general or a domain-specific working memory deficit? Journal of Learning Disabilities, 34, 237-248.
62. Woodcock, R. W. (1998). Woodcock Reading Mastery Tests-Revised. Circle Pines, MN: American Guidance Service.
63. Woodcock, R. W., & Johnson, M. B. (1989). Woodcock-Johnson Psycho-Educational Battery-Revised. Allen, TX: DLM Teaching Resources.
64. Zentall, S. S. (2007). Math performance of students with ADHD: Cognitive and behavioral contributors and interventions. In D. B. Berch & M. M. M. Mazzocco (Eds.), Why is math so hard for some children? The nature and origins of mathematical learning difficulties and disabilities (pp. 219-243). Baltimore: Paul H. Brookes.