Reducing the gap in numerical knowledge between low- and middle-income preschoolers

Journal of Applied Developmental Psychology

Volumn 32, Issue 3, 2011, Pages 146-159

  Ramani, Geetha B ^a   Siegler, Robert S ^b  

^a UNIVERSITY OF MARYLAND   (United States)

^b CARNEGIE MELLON UNIVERSITY   (United States)

Author keywords

Arithmetic; Board games; Interventions; Math; Number; Preschoolers

Indexed keywords

EID: 79954585143     PISSN: 01933973     EISSN: None     Source Type: Journal    
DOI: 10.1016/j.appdev.2011.02.005     Document Type: Article

References (57)

1. Barnett A.G., van der Pols J.C., Dobson A.J. Regression to the mean: What it is and how to deal with it. International Journal of Epidemiology 2005, 34(1):215-220.
2. Blevins-Knabe B., Musun-Miller L. Number use at home by children and their parents and its relationship to early mathematical performance. Early Development and Parenting 1996, 5:35-45.
3. Breaugh J.A., Arnold J. Controlling nuisance variables by using a matched-groups design. Organizational Research Methods 2007, 10:523-541.
4. Case R., Okamoto Y. The role of central conceptual structures in the development of children's thought. Monographs of the Society for Research in Child Development 1996, 61(Nos. 1-2).
5. Chechile R.A., Richman C.L. The interaction of semantic memory with storage and retrieval processes. Developmental Review 1982, 2:237-250.
6. Chi M.T.H. Knowledge structures and memory development. Children's thinking: What develops? 1978, 73-96. Erlbaum, Hillsdale, NJ. R.S. Siegler (Ed.).
7. Clements D.H., Sarama J. Early childhood mathematics learning. Second handbook of research on mathematics teaching and learning 2007, 461-555. Information Age, New York, NY. F.K. Lester (Ed.).
8. Cohen J. Statistical power analysis for the behavioral sciences 1988, Lawrence Erlbaum, Hillsdale, NJ. 2nd ed.
9. Crowley K., Siegler R.S. Explanation and generalization in young children's strategy learning. Child Development 1999, 70:304-317.
10. Denton K., West J. Children's reading and mathematics achievement in kindergarten and first grade (NCES 2002-125) 2002.
11. Din F., Calao J. The effects of playing educational video games on kindergarten achievement. Child Study Journal 2001, 31(2):95-102.
12. Duncan G.J., Dowsett C.J., Claessens A., Magnuson K., Huston A.C., Klebanov P., Japel C. School readiness and later achievement. Developmental Psychology 2007, 43:1428-1446.
13. Entwisle D.R., Alexander K.L. Beginning school math competence: Minority and majority comparisons. Child Development 1990, 61:454-471.
14. Geary, D. C. (2006). Development of mathematical understanding. In W. Damon & R. M. Lerner (Series Eds.) & D. Kuhn & R. S. Siegler (Vol. Eds.), Handbook of child psychology: Volume 2: Cognition, perception, and language (6th ed., pp. 777-810). Hoboken, NJ: Wiley.
15. Ghatala E. Developmental changes in incidental memory as a function of meaningfulness and encoding condition. Developmental Psychology 1984, 20:208-211.
16. Ginsburg H., Amit M. What is teaching mathematics to young children? A theoretical perspective and case study. Journal of Applied Developmental Psychology 2008, 29:274-285.
17. Ginsburg H.P., Greenes C., Balfanz R. Big math for little kids 2003, Dale Seymour Publications, Parsippany, NJ.
18. Ginsburg H.P., Lee J.S., Boyd J.S. Mathematics education for young children: What it is and how to promote it. Social Policy Report - Giving Child and Youth Development Knowledge Away 2008, 22:1-24.
19. Ginsburg H.P., Pappas S., Seo K.-H. Everyday mathematical knowledge: Asking young children what is developmentally appropriate. Psychological perspectives on early childhood education: Reframing dilemmas in research and practice 2001, 181-219. Erlbaum, Mahwah, NJ. S.L. Golbeck (Ed.).
20. Griffin S. Number worlds: A mathematics intervention program from grade prek-6 2007, SRA/McGraw-Hill, Columbus, OH.
21. Huntsinger C.S., Jose P.E., Larson S.L., Balsink Krieg D., Shaligram C. Mathematics, vocabulary, and reading development in Chinese American and European American children over the primary school years. Journal of Educational Psychology 2000, 92:745-760.
22. Jordan N.C., Huttenlocher J., Levine S.C. Differential calculation abilities in young children from middle- and low-income families. Developmental Psychology 1992, 28:644-653.
23. Jordan N.C., Kaplan D., Ramineni C., Locuniak M.N. Early math matters: Kindergarten number competence and later mathematics outcomes. Developmental Psychology 2009, 45:850-867.
24. Jordan K., Suanda S., Brannon E. Intersensory redundancy accelerates preverbal numerical competence. Cognition 2008, 108:210-221.
25. Kim J.S. Effects of a voluntary summer reading intervention on reading achievement: Results from a randomized field trial. Educational Evaluation and Policy Analysis 2006, 28(4):335-355.
26. Klibanoff R.S., Levine S.C., Huttenlocher J., Vasilyeva M., Hedges L.V. Preschool children's mathematical knowledge: The effect of teacher "Math Talk" Developmental Psychology 2006, 42:59-69.
27. Körkel J., Schneider W. Domain-specific versus metacognitive knowledge effects on text recall and comprehension. Learning and instruction: European research in an international context 1991, Vol. 3:311-323. Pergamon, Elmsford, NY. M. Carretero, M.L. Pope, P.R.-J. Simons, J.I. Pozo (Eds.).
28. LeFevre J., Clarke T., Stringer A.P. Influences of language and parental involvement on the development of counting skills: Comparisons of French- and English-speaking Canadian children. Early Childhood Development and Care 2002, 172:283-300.
29. LeFevre J., Skwarchuk S., Smith-Chant B., Fast L., Kamawar D., Bisanz J. Home numeracy experiences and children's math performance in the early school years. Canadian Journal of Behavioural Science 2009, 41:55-66.
30. Meehl P.E. Nuisance variables and the ex post facto design. Minnesota studies in the philosophy of science 1970, Vol. 4:373-402. University of Minnesota, Minneapolis.
31. Melhuish E., Sylva K., Sammons P., Siraj-Blatchford I., Taggart B., Phan M., Malin A. Preschool influences on mathematics achievement. Science 2008, 321(5893):1161-1162.
32. Merton R.K. The Matthew effect in science. Science 1968, 159:56-63.
33. Morgan P.L., Farkas G., Hibel J. Matthew effects for whom?. Learning Disability Quarterly 2008, 31:187-198.
34. Curriculum focal points for prekindergarten through grade 8 mathematics 2006, National Council of Teachers of Mathematics (NCTM), National Council of Teachers of Mathematics, Washington, DC, Pdf available at http://www.nctm.org/focalpoints/down-loads.asp.
35. National Mathematics Advisory Panel Foundations for success: The final report of the National Mathematics Advisory Panel 2008, U.S. Department of Education, Washington, DC.
36. Mathematics learning in early childhood: Paths toward excellence and equity. Committee on early childhood mathematics 2009, National Research Council of the National Academies, National Academies Press, Washington, DC. C.T. Cross, T.A. Woods, H. Schweingruber (Eds.).
37. Plewis I., Mooney A., Creeser R. Time on educational activities at home and education progress in infant school. British Journal of Educational Psychology 1990, 60:330-337.
38. Ramani G.B., Siegler R.S. Promoting broad and stable improvements in low-income children's numerical knowledge through playing number board games. Child Development 2008, 79:375-394.
39. Saxe G.B. Practices of quantification from a sociocultural perspective. Developmental change: Theories, models, and measurement 2004, 241-263. Cambridge University Press, New York, NY. K.A. Demetriou, A. Raftopoulos (Eds.).
40. Saxe G.B., Guberman S.R., Gearhart M. Social processes in early number development. Monographs of the Society for Research in Child Development 1987, 52(Serial No. 216).
41. Schneider, W., & Bjorklund, D. F. (1998). Memory. In W. Damon (Series Ed.) & D. Kuhn & R. S. Siegler (Vol. Eds.), Handbook of child psychology: Vol. 2: Cognition, perception & language. (5th ed., pp. 467-521). New York, NY: Wiley.
42. Schneider W., Gruber H., Gold A., Opwis K. Chess expertise and memory for chess positions in children and adults. Journal of Experimental Child Psychology 1993, 56:328-349.
43. Schneider W., Körkel J., Weinert F.E. Domain-specific knowledge and memory performance: A comparison of high- and low-aptitude children. Journal of Educational Psychology 1989, 81:306-312.
44. Seo K.-H., Ginsburg H.P. What is developmentally appropriate in early childhood mathematics education? Lessons from new research. Engaging young children in mathematics: Standards for early childhood mathematics education 2004, 91-104. Erlbaum, Hillsdale, NJ. D.H. Clements, J. Sarama, A.-M. DiBiase (Eds.).
45. Shaywitz B.A., Holford T.R., Holahan J.M. A Matthew effect for IQ but not for reading: Results from a longitudinal study. Reading Research Quarterly 1995, 30:894-906.
46. Siegler R.S., Mu Y. Chinese children excel on novel mathematics problems even before elementary school. Psychological Science 2008, 19:759-763.
47. Siegler R.S., Ramani G.B. Playing linear numerical board games promotes low-income children's numerical development. Developmental Science 2008, 11:655-661.
48. Siegler R.S., Ramani G.B. Playing linear number board games - but not circular ones - improves low-income preschoolers' numerical understanding. Journal of Educational Psychology 2009, 101:545-560.
49. Siegler, R. S. & Thompson, C. A. (2010). A microgenetic study of preschoolers' learning from numerical board games. Manuscript in preparation.
50. Stanovich K.E. Matthew effects in reading: Some consequences of individual differences in the acquisition of literacy. Reading Research Quarterly 1986, 21:360-407.
51. Stanovich K.E. Progress in understanding reading: Scientific foundations and new frontiers 2000, Guilford, New York, NY.
52. Starkey P., Klein A. Economic and cultural influences on early mathematical development. New directions in child and family research: shaping head start in the 90s 1992, 440. National Council of Jewish Women, New York, NY. E.L. Parker, R. Robinson, S. Sombrano, C. Piotrowski, J. Hagen, S. Randolph, A. Baker (Eds.).
53. Starkey P., Klein A., Wakeley A. Enhancing young children's mathematical knowledge through a pre-kindergarten mathematics intervention. Early Childhood Research Quarterly 2004, 19:99-120.
54. Stevenson H.W., Newman R.S. Long-term prediction of achievement and attitudes in mathematics and reading. Child Development 1986, 57:646-659.
55. Subrahmanyam K., Greenfield P. Effect of video game practice on spatial skills in girls and boys. Interacting with video 1996, 95-114. Ablex, Westport, CT. P. Greenfield, R. Cocking (Eds.).
56. Tudge J., Doucet F. Early mathematical experiences: Observing young Black and White children's everyday activities. Early Childhood Research Quarterly 2004, 19:21-39.
57. Whyte J.C., Bull R. Number games, magnitude representation, and basic number skills in preschoolers. Developmental Psychology 2008, 44:588-596.