TY - JOUR
T1 - Predictive relation between early numerical competencies and mathematics achievement in first grade Portuguese children
AU - Marcelino, Lilia
AU - de Sousa, Óscar
AU - Lopes, António
N1 - Publisher Copyright:
© 2017 Marcelino, de Sousa and Lopes.
PY - 2017/6/30
Y1 - 2017/6/30
N2 - Early numerical competencies (ENC) (counting, number relations, and basic arithmetic operations) have a central position in the initial learning of mathematics, and their assessment is useful for predicting later mathematics achievement. Using a regression model, this study aims to analyze the correlational and predictive evidence between ENC and mathematics achievement in first grade Portuguese children (n = 123). The children's ENC were examined at the point of school entry. Three criterion groups (low, moderate, and high ENC) were formed based on the results of the early numerical brief screener and mathematics achievement measured at the end of first grade. The following hypotheses were tested: children who started first grade with low numerical competencies remained low mathematics achievement at the end of first grade; and children who started with high numerical competencies, finished the first grade with high mathematics achievement. The results showed that ENC contributed to a significant amount of explained variance in mathematics achievement at the end of the first grade. Children with low numerical competencies performed lower than children with moderate and high numerical competencies. Findings suggest that ENC are meaningful for predicting first-grade mathematics difficulties.
AB - Early numerical competencies (ENC) (counting, number relations, and basic arithmetic operations) have a central position in the initial learning of mathematics, and their assessment is useful for predicting later mathematics achievement. Using a regression model, this study aims to analyze the correlational and predictive evidence between ENC and mathematics achievement in first grade Portuguese children (n = 123). The children's ENC were examined at the point of school entry. Three criterion groups (low, moderate, and high ENC) were formed based on the results of the early numerical brief screener and mathematics achievement measured at the end of first grade. The following hypotheses were tested: children who started first grade with low numerical competencies remained low mathematics achievement at the end of first grade; and children who started with high numerical competencies, finished the first grade with high mathematics achievement. The results showed that ENC contributed to a significant amount of explained variance in mathematics achievement at the end of the first grade. Children with low numerical competencies performed lower than children with moderate and high numerical competencies. Findings suggest that ENC are meaningful for predicting first-grade mathematics difficulties.
KW - Early numerical competencies
KW - Grade 1
KW - Linear regression model
KW - Mathematics achievement
KW - Short-term longitudinal study
UR - http://www.scopus.com/inward/record.url?scp=85021360203&partnerID=8YFLogxK
U2 - 10.3389/fpsyg.2017.01103
DO - 10.3389/fpsyg.2017.01103
M3 - Article
AN - SCOPUS:85021360203
SN - 1664-1078
VL - 8
JO - Frontiers in Psychology
JF - Frontiers in Psychology
IS - JUN
M1 - 1103
ER -