How important is where you start? Early mathematics knowledge and later school success

Teachers College Record

Volumn 115, Issue 6, 2013, Pages

  Claessens, Amy ^a   Engel, Mimi ^b  

^a UNIVERSITY OF CHICAGO   (United States)

^b VANDERBILT UNIVERSITY   (United States)

Author keywords

[No Author keywords available]

Indexed keywords

EID: 84890754726     PISSN: 01614681     EISSN: 14679620     Source Type: Journal    
DOI: None     Document Type: Article

References (59)

1. Aubrey, C., Dahl, S., & Godfrey, R. (2006). Early mathematics development and later achievement: Further evidence. Mathematics Education Research Journal, 18, 21-46.
2. Aunola, K., Leskinen, E., Lerkkanen, M., & Nurmi, J. (2004). Developmental dynamics of math performance from preschool to grade 2. Journal of Educational Psychology, 96, 699- 713.
3. Baroody, A. J. (1987). Children's mathematical thinking: A developmental framework for preschool, primary, and special education teachers. New York, NY: Teachers College Press.
4. Baroody, A. J. (2003). The development of adaptive expertise and flexibility: The integration of conceptual and procedural knowledge. In A. J. Baroody & A. Dowker (Eds.), The development of arithmetic concepts and skills: Constructing adaptive expertise studies. Mahwah, N.J.: Lawrence Erlbaum Associates, Inc.
5. Bodovski, K., & Farkas, G. (2007). Mathematics growth in early elementary school: The roles of beginning knowledge, student engagement, and instruction. Elementary School Journal, 108, 115-130.
6. Brannon, E., & Van de Walle, G. (2001). The development of ordinal numerical competence in young children. Cognitive Psychology, 43, 53-81.
7. Bronfenbrenner, U., & Ceci, S.J. (1994). Nature-nurture reconceptualized in developmental perspective: A bioecological model. Psychological Review, 101, 568-586.
8. Bronfenbrenner, U., & Morris, P.A. (1998). The ecology of developmental processes. In R. Lerner (Vol. Ed.) Handbook of child psychology: Theoretical models of human development (5th ed., Vol. 1, pp 993-1028). New York, N.Y.: John Wiley.
9. Claessens, A., Duncan G., & Engel, M. (2009). Kindergarten skills and fifth-grade achievement: Evidence from the ECLS-K. Economics of Education Review, 28, 415-427.
10. Clements, D. H. (2004). Major themes and recommendations. In D. H. Clements, J. Sarama, & A. M. DiBiase (Eds.), Engaging young children in mathematics: Standards for early childhood mathematics education. Mahwah, NJ: Erlbaum.
11. Clements, D. H., & Sarama, J. (2007). Effects of a preschool mathematics curriculum: Summative research on the Building Blocks project. Journal for Research in Mathematics Education, 38, 136-163.
12. Clements, D.H., & Sarama, J. (2009). Learning and teaching early math: The learning trajectories approach. New York, NY: Routledge.
13. Clements, D.H., & Sarama, J. (2011). Early childhood mathematics intervention. Science, 333, 968-970.
14. Crosnoe, R., Burchinal, M., Keating, D., Clarke-Stewart, K. A., Morrison, F, Pianta, R, & The Eunice Kennedy Shriver National Institute of Child Health and Human Development
15. Early Child Care Research Network. (2010). Instruction, teacher-student relations, and math achievement trajectories in elementary school. Journal of Educational Psychology, 102, 407-417.
16. Cunha, F., J. J. Heckman, L. J. Lochner, and D. V. Masterov. (2006). Interpreting the Evidence on Life Cycle Skill Formation." In Handbook of the Economics of Education, edited by E. A. Hanushek and F. Welch. Amsterdam: North-Holland, 697-812.
17. Duncan, G., Claessens, A., Huston, A., Pagani, L., Engel, M., Sexton, M., Dowsett, C., Magnuson, K., Klebanov, P., Feinstein, L., Brooks-Gunn, J., Duckworth, K. (2007). School readiness and later achievement. Developmental Psychology, 43(6), 1428-46.
18. Entwisle, D., Alexander, K., & Olson, L. (2005). First grade and educational attainment by age 22: A new story. American Journal of Sociology, 110, 1458-1502.
19. Ferrari, M., & Sternberg, R. J. (1998). The development of mental abilities and styles. In W. Damon (Ed.), Handbook of child psychology: Child psychology and practice (5th ed., Vol. 2, pp. 899-946). New York, NY: John Wiley & Sons.
20. Fryer, R., & Levitt, S. (2004). Understanding the black-white test score gap in the first two years of school. The Review of Economics and Statistics, 86(2), 447-464.
21. Fryer, R. G. & Levitt, S. D. (2006). The black-white test score gap through third grade. American Law and Economics Review, 8, 249-281.
22. Fuchs, L. S., Geary, D. C., Compton, D. L., Fuchs, D., Hamlett, C., Seethaler, P., Bryant, J., et al. (2010). Do different types of school mathematics development depend on different constellations of numerical versus general cognitive abilities? Developmental Psychology, 46, 1731-1746.
23. Geary, D., Hoard, M., & Hamson, C. (1999). Numerical and arithmetical cognition: Patterns of functions and deficits in children at risk for a mathematical disability. Journal of Experimental Child Psychology, 74, 213-239.
24. Gelman, R. (1972). Logical capacities in very young children. Child Development, 43, 75-90.
25. Ginsburg, H. P., & Amit, M. (2008). What is teaching mathematics to young children? A theoretical perspective and case study. Journal of Applied Developmental Psychology, 29, 274-285.
26. Griffin, S.A., & Case, R. (1997). Re-thinking the primary school math curriculum: An approach based on cognitive science. Issues in Education, 4(1), 1-51.
27. Hiebert, J., & Wearne, D. (1996). Instruction, understanding, and skill in multidigit addition and subtraction. Cognition and Instruction, 14, 251-283.
28. Huttenlocher, J., Jordan, N., & Levine, S. (1994). A mental model for early arithmetic. Journal of Experimental Psychology: General, 123, 284-296.
29. Jordan, N., Huttenlocher, J., & Levine, S. (1992). Differential calculation abilities in young children from middle- and low-income families. Developmental Psychology, 28, 644-653.
30. Jordan, N., Kaplan, D., Locuniak, M., & Ramineni, C. (2007). Predicting first-grade math achievement from developmental number sense trajectories. Learning Disabilities Research and Practice, 22, 36-46.
31. Jordan, N., Kaplan, D., Olah, L. N., & Locuniak, M. (2006). Number sense growth in kindergarten: A longitudinal investigation of children at risk for mathematics difficulties. Child Development, 77, 153-175.
32. Jordan, N., Kaplan, D., Ramineni, C., & Locuniak, M. (2009). Early math matters: Kindergarten number competence and later mathematics outcomes. Developmental Psychology, 45, 850-867.
33. Jordan, N., & Levine, S. (2009). Socioeconomic variation, number competence, and mathematics learning difficulties in young children. Developmental Disabilities Research Reviews, 15, 60-68.
34. Levine, S., Jordan, N., & Huttenlocher, J. (1992). Development of calculation abilities in young children. Journal of Experimental Child Psychology, 53, 72-103.
35. Levine, S. C., Ratliff, K. R., Huttenlocher, J., & Cannon, J. (2012). Early puzzle play: A predictor of preschoolers' spatial transformation skill. Developmental Psychology, 48(2), 530-542.
36. Lunt, M. (2009). A guide to imputing missing data with Stata Revision: 1.3. Retrieved from http://personalpages.manchester.ac.uk/staff/mark.lunt/mi_guide.pdf
37. Magnuson, K., & Duncan, G. (2006). The role of family socioeconomic resources in racial test score gaps. Developmental Review, 26, 365-399.
38. Magnuson, K. A., Ruhm, C., & Waldfogel, J. (2007). The persistence of preschool effects: Do subsequent classroom experiences matter?. Early Childhood Research Quarterly, 22, 18-38.
39. McCartney, K., Burchinal, M. R., Bub, K. L. (2006). Best practices in quantitative methods for developmentalists. Monograph Society for Research in Child Development, 71, 1-145.
40. Meisels, S. J. (1998). Assessing readiness (Report No. 3-002). Ann Arbor, MI: Center for the Improvement of Early Reading Achievement. Retrieved from http://www.ciera.org/products/ meisels-1998/reports32.html
41. Mix, K., Huttenlocher, J., & Levine, S. (2002). Quantitative development in infancy and early childhood. New York, NY: Oxford University Press.
42. Morgan, P.L., Farkas, G., & Wu, Q. (2009). Five-year growth trajectories of kindergarten children with learning difficulties in mathematics. Journal of Learning Disabilities, 42, 306-321.
43. National Association for the Education of Young Children and National Council of Teachers of Mathematics (NAEYC and NCTM). (2002). Early childhood mathematics: Promoting good beginnings (Position Statement). Retrieved from http://www.naeyc.org/positionstatements/ mathematics
44. National Council of Teachers of Mathematics (NCTM). (2007). What is important in early childhood mathematics? (Position Statement). Retrieved from http://www.nctm.org/ about/content.aspx?id=12590
45. National Mathematics Advisory Panel. (2008). Foundations for success: The final report of the National Mathematics Advisory Panel. Washington, DC: U.S. Department of Education.
46. National Research Council (NRC). (2009). Mathematics learning in early childhood. Washington, DC: The National Academies Press.
47. Phillips, M., Crouse, J., & Ralph, J. (1998). Does the Black-White test score gap widen after children enter school? In C. Jencks and M. Phillips, (Eds.), The Black-White test score gap. Washington, DC: The Brookings Institute.
48. Royston, P. (2004). Multiple imputation of missing values. Stata Journal, 4, 227-241.
49. Sarama, J., & Clements, D.H. (2009). Early childhood mathematics education research: Learning trajectories for young children. New York, NY: Routledge.
50. Saxe, G. B., Guberman, S. R., Gearhart, M., Gelman, R., Massey, C. M., & Rogoff, B. (1987). Social processes in early number development. Monographs of the Society for Research in Child Development, 52(2).
51. Siegler, R. (2009). Improving the numerical understanding of children from low-income families. Child Development Perspectives, 3, 118-124.
52. Siegler, R., & Ramani, G. (2008). Playing board games promotes low-income children's numerical development. Developmental Science, 11, 655-661.
53. Starkey, P., & Klein, A. (1992). Economic and cultural influences on early mathematical development. In F. L. Parker, R. Robinson, S. Sombrano, C. Piotrowski, J. Hagen, S. Randolph, & A. Baker (Eds.), New directions in child and family research: Shaping Head Start in the 90s (pp. 440-443). New York, NY: National Council of Jewish Women.
54. Starkey, P., Klein, A., & Wakeley, A. (2004). Enhancing young children's mathematical knowledge through a pre-kindergarten mathematics intervention. Early Childhood Research Quarterly, 19, 99-120.
55. StataCorp LP (2007). Stata, Version 10. College Station, TX: StataCorp LP. URL http:// www.stata.com/
56. Stevenson, H. W., & Newman, R. S. (1986). Long-term prediction of achievement and attitudes in mathematics and reading. Child Development, 57, 646-659.
57. Tourangeau, K., Nord, C., Lê, T., Sorongon, A. G., Najarian, M., & Hausken, E. G. (2009). Early childhood longitudinal study, kindergarten class of 1998-99 (ECLS-K): Combined user's manual for the ECLS-K eighth-grade and K-8 full sample data files and electronic codebooks. Washington DC: U.S Department of Education, National Center for Education Statistics.
58. von Hippel, PT. (2007) Regression with missing Y's: an improved method for analyzing multiply-imputed data. Sociological Methodology, 37(1).
59. Wynn, K. (1990). Children's understanding of counting. Cognition, 36, 155-193.