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ERIC Number: ED566266
Record Type: Non-Journal
Publication Date: 2016
Pages: 40
Abstractor: As Provided
Early Math Trajectories: Low-Income Children's Mathematics Knowledge from Age 4 to 11
Rittle-Johnson, Bethany; Fyfe, Emily R.; Hofer, Kerry G.; Farran, Dale C.
Grantee Submission
Early mathematics knowledge is a strong predictor of later academic achievement, but children from low-income families enter school with weak mathematics knowledge. An Early Math Trajectories model is proposed and evaluated within a longitudinal study of 517 low-income American children from age 4 to 11. This model includes a broad range of math topics, as well as potential pathways from preschool to middle-grades mathematics achievement. In preschool, nonsymbolic quantity, counting and patterning knowledge predicted fifth-grade mathematics achievement. By the end of first grade, symbolic mapping, calculation and patterning knowledge were the important predictors. Further, the first-grade predictors mediated the relation between preschool math knowledge and fifth-grade mathematics achievement. Findings support the Early Math Trajectories model among low-income children. [At time of submission to ERIC this article was in press with "Child Development."]
Publication Type: Reports - Research; Journal Articles
Education Level: Elementary Education; Middle Schools; Secondary Education; Junior High Schools
Audience: N/A
Language: English
Sponsor: Institute of Education Sciences (ED); National Science Foundation (NSF); Heising-Simons Foundation
Authoring Institution: N/A
Identifiers - Location: Tennessee
Identifiers - Assessments and Surveys: Woodcock Johnson Tests of Achievement
IES Funded: Yes
Grant or Contract Numbers: R305A140126; R305B130007; R305K050157