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ERIC Number: EJ867587
Record Type: Journal
Publication Date: 2010-Jan
Pages: 8
Abstractor: As Provided
Reference Count: 0
ISBN: N/A
ISSN: ISSN-1082-3301
Optimizing Early Mathematics Experiences for Children from Low-Income Families: A Study on Opportunity to Learn Mathematics
Wang, Aubrey H.
Early Childhood Education Journal, v37 n4 p295-302 Jan 2010
Both the National Council of Teachers of Mathematics and the National Association for the Education of Young Children recognize that well-designed opportunity to learn mathematics can help improve mathematics achievement of students from low-income families and from minority backgrounds. Using data from a nationally representative sample, the Early Childhood Longitudinal Study-Kindergarten cohort, this study empirically examined a subset of children from low-income families to determine whether African American and Caucasian students have differential opportunity to learn mathematics and the extent to which opportunities to learn predict gains in mathematics achievement at kindergarten. Results indicated African American kindergartners have differential opportunity to learn mathematics than their Caucasian peers from low-income families. African American students were found to have received, on average, more reported instructional time spent on mathematics, higher use of math manipulatives, worksheets, textbooks and chalkboard work than their Caucasian peers. Moreover, greater opportunity to learn mathematics predicted higher mathematics achievement for both African American and Caucasian students from low-income families, specifically, opportunity to learn skills such as telling time, using measurement tools accurately, estimating quantities, and knowing the value of coins and cash.
Springer. 233 Spring Street, New York, NY 10013. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-348-4505; e-mail: service-ny@springer.com; Web site: http://www.springerlink.com
Publication Type: Journal Articles; Reports - Evaluative
Education Level: Kindergarten
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A