ERIC Number: ED225843
Record Type: Non-Journal
Publication Date: 1982-Sep
Reference Count: N/A
School Arithmetic Development: Movement Toward Conceptual Maturity of Students with Differing Number Abilities on Entering First Grade. Final Report.
Callahan, Leroy G.
This study examined the school arithmetic development of three groups of students from an urban school district who differed in performance on precisely described number tasks on entry into first grade. The investigation followed pupils' arithmetic development to the completion of third grade, for those normally promoted each year. The two major questions examined were: (1) Are there quantitative and/or qualitative differences in the school arithmetic development of students with differing number abilities on entry to first grade as they proceed through the primary grades? and (2) Are there differences in the school arithmetic programs provided for students with differing number abilities on entry into first grade? Teachers' perceptions of pupil arithmetic, intellectual, socio-emotional, and psycho-motor maturity were found to correspond closely with student number ability on entering first grade across the three years of investigation. Student performance on simple number tasks on first-grade entry appeared quite a valid predictor of pupil performance two and three years later. Arithmetic development appeared closely related to general psychological development. It is suggested that dramatic program adaptations should be considered for students who enter first grade with immature arithmetic development. (MP)
Publication Type: Reports - Research
Education Level: N/A
Sponsor: National Inst. of Education (ED), Washington, DC.
Authoring Institution: State Univ. of New York, Buffalo.