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ERIC Number: EJ1074633
Record Type: Journal
Publication Date: 2015-Oct
Pages: 30
Abstractor: As Provided
Reference Count: N/A
ISBN: N/A
ISSN: ISSN-0002-8312
Opportunities for Learning Math in Elementary School: Implications for SES Disparities in Procedural and Conceptual Math Skills
Bachman, Heather J.; Votruba-Drzal, Elizabeth; El Nokali, Nermeen E.; Castle Heatly, Melissa
American Educational Research Journal, v52 n5 p894-923 Oct 2015
The present study examined whether multiple opportunities to learn math were associated with smaller socioeconomic status (SES) disparities in fifth-grade math achievement using data from the NICHD Study of Early Child Care and Youth Development (SECCYD; N = 1,364). High amounts of procedural math instruction were associated with higher calculation and conceptual math skills. Children's conceptual math skills were also positively associated with high amounts of science instruction. Income × instruction interactions were nonsignificant, but maternal education × math instruction interactions revealed narrower disparities in calculation skills when children were exposed to greater amounts of time in procedural and conceptual math instruction. Overall, the findings indicate that instructional influences on early math learning operate similarly for low and high SES children.
SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Education; Grade 5; Intermediate Grades; Middle Schools; Grade 3; Primary Education; Early Childhood Education
Audience: N/A
Language: English
Sponsor: Eunice Kennedy Shriver National Institute of Child Health and Human Development (NICHD) (NIH)
Authoring Institution: N/A
Identifiers - Assessments and Surveys: Woodcock Johnson Psycho Educational Battery
Grant or Contract Numbers: 1RO3HD056019-01A1