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Early predictors of high school mathematics achievement

Grantee Submission, 2012-07, Vol.23 (7), p.691 [Peer Reviewed Journal]

EISSN: 1467-9280 ;DOI: 10.1177/0956797612440101 ;PMID: 22700332

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Title:
Early predictors of high school mathematics achievement
Author: Siegler, Robert S ; Duncan, Greg J ; Davis-Kean, Pamela E ; Duckworth, Kathryn ; Claessens, Amy ; Engel, Mimi ; Susperreguy, Maria Ines ; Chen, Meichu
Subjects: Achievement ; Adolescent ; Adolescent Development - physiology ; Adolescents ; Age Differences ; Algebra ; Child ; Child Development - physiology ; Children ; Cognition - physiology ; Cognitive Ability ; Educational Attainment ; Elementary School Students ; Family Income ; Female ; Foreign Countries ; High School Students ; Humans ; Knowledge Level ; Longitudinal Studies ; Male ; Mathematical Concepts ; Mathematics - education ; Mathematics Achievement ; Predictive Value of Tests ; Predictor Variables ; Problem Solving - physiology ; Psychological Tests ; Schools - organization & administration ; Secondary School Mathematics ; Short Term Memory ; Time Factors ; United Kingdom ; United States ; Woodcock Johnson Psycho Educational Battery
Is Part Of: Grantee Submission, 2012-07, Vol.23 (7), p.691
Description: 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.
Publisher: United States
Language: English
Identifier: EISSN: 1467-9280
DOI: 10.1177/0956797612440101
PMID: 22700332
Source: ERIC Full Text Only (Discovery)

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Early predictors of high school mathematics achievement

EISSN: 1467-9280 ;DOI: 10.1177/0956797612440101 ;PMID: 22700332

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