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ERIC Number: ED552898
Record Type: Non-Journal
Publication Date: 2012
Pages: 7
Abstractor: As Provided
Reference Count: 21
ISBN: N/A
ISSN: N/A
Early Predictors of High School Mathematics Achievement
Siegler, Robert S.; Duncan, Greg J.; Davis-Kean, Pamela E.; Duckworth, Kathryn; Claessens, Amy; Engel, Mimi; Susperreguy, Maria Ines; Meichu, Chen
Grantee Submission, Psychological Science v23 n7 p691-697 2012
Identifying the types of mathematics content knowledge that are most predictive of students' long-term learning is essential for improving both theories of mathematical development and mathematics education. To identify these types of knowledge, we examined long-term predictors of high school students' knowledge of algebra and overall mathematics achievement. Analyses of large, nationally representative, longitudinal data sets from the United States and the United Kingdom revealed that elementary school students' knowledge of fractions and of division uniquely predicts those students' knowledge of algebra and overall mathematics achievement in high school, 5 or 6 years later, even after statistically controlling for other types of mathematical knowledge, general intellectual ability, working memory, and family income and education. Implications of these findings for understanding and improving mathematics learning are discussed.
Publication Type: Journal Articles; Reports - Evaluative
Education Level: High Schools; Secondary Education; Elementary Education
Audience: N/A
Language: English
Sponsor: National Science Foundation; Department of Education (ED)
Authoring Institution: N/A
Identifiers - Location: United Kingdom; United States
Identifiers - Assessments and Surveys: Woodcock Johnson Psycho Educational Battery
IES Funded: Yes
IES Grant or Contract Numbers: R324C100004; R305A080013; 0818478
IES Cited: ED560919