Persistent consequences of atypical early number concepts
How does symbolic number knowledge performance help identify young children at risk for poor mathematics achievement outcomes? In research and practice, classification of mathematics learning disability (MLD, or dyscalculia) is typically based on composite scores from broad measures of mathematics...
| Main Authors: | , , , , |
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| Format: | Article |
| Language: | English |
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Frontiers Media S.A.
2013-09-01
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| Series: | Frontiers in Psychology |
| Subjects: | |
| Online Access: | http://journal.frontiersin.org/Journal/10.3389/fpsyg.2013.00486/full |
| _version_ | 1818827807814320128 |
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| author | Michèle M. M. Mazzocco Michèle M. M. Mazzocco Melissa M. Murphy Ethan eBrown Luke eRinne Katherine H. Herold |
| author_facet | Michèle M. M. Mazzocco Michèle M. M. Mazzocco Melissa M. Murphy Ethan eBrown Luke eRinne Katherine H. Herold |
| author_sort | Michèle M. M. Mazzocco |
| collection | DOAJ |
| description | How does symbolic number knowledge performance help identify young children at risk for poor mathematics achievement outcomes? In research and practice, classification of mathematics learning disability (MLD, or dyscalculia) is typically based on composite scores from broad measures of mathematics achievement. These scores do predict later math achievement levels, but do not specify the nature of math difficulties likely to emerge among students at greatest risk for long-term mathematics failure. Here we report that gaps in 2nd and 3rd graders’ number knowledge predict specific types of errors made on math assessments at Grade 8. Specifically, we show that early whole number misconceptions predict slower and less accurate performance, and atypical computational errors, on Grade 8 arithmetic tests. We demonstrate that basic number misconceptions can be detected by idiosyncratic responses to number knowledge items, and that when such misconceptions are evident during primary school they persist throughout the school age years, with variable manifestation throughout development. We conclude that including specific qualitative assessments of symbolic number knowledge in primary school may provide greater specificity of the types of difficulties likely to emerge among students at risk for poor mathematics outcomes. |
| first_indexed | 2024-12-19T00:49:26Z |
| format | Article |
| id | doaj.art-469868d6b50744009fbabab6dd3242bb |
| institution | Directory Open Access Journal |
| issn | 1664-1078 |
| language | English |
| last_indexed | 2024-12-19T00:49:26Z |
| publishDate | 2013-09-01 |
| publisher | Frontiers Media S.A. |
| record_format | Article |
| series | Frontiers in Psychology |
| spelling | doaj.art-469868d6b50744009fbabab6dd3242bb2022-12-21T20:44:08ZengFrontiers Media S.A.Frontiers in Psychology1664-10782013-09-01410.3389/fpsyg.2013.0048655872Persistent consequences of atypical early number conceptsMichèle M. M. Mazzocco0Michèle M. M. Mazzocco1Melissa M. Murphy2Ethan eBrown3Luke eRinne4Katherine H. Herold5University of MinnesotaJohns Hopkins UniversityNotre Dame of Maryland UniversityUniversity of MinnesotaJohns Hopkins UniversityUniversity of MinnesotaHow does symbolic number knowledge performance help identify young children at risk for poor mathematics achievement outcomes? In research and practice, classification of mathematics learning disability (MLD, or dyscalculia) is typically based on composite scores from broad measures of mathematics achievement. These scores do predict later math achievement levels, but do not specify the nature of math difficulties likely to emerge among students at greatest risk for long-term mathematics failure. Here we report that gaps in 2nd and 3rd graders’ number knowledge predict specific types of errors made on math assessments at Grade 8. Specifically, we show that early whole number misconceptions predict slower and less accurate performance, and atypical computational errors, on Grade 8 arithmetic tests. We demonstrate that basic number misconceptions can be detected by idiosyncratic responses to number knowledge items, and that when such misconceptions are evident during primary school they persist throughout the school age years, with variable manifestation throughout development. We conclude that including specific qualitative assessments of symbolic number knowledge in primary school may provide greater specificity of the types of difficulties likely to emerge among students at risk for poor mathematics outcomes.http://journal.frontiersin.org/Journal/10.3389/fpsyg.2013.00486/fullDyscalculiaNumber Sensemathematics learning difficultiesnumber conceptsplace value conceptswhole number knowledge |
| spellingShingle | Michèle M. M. Mazzocco Michèle M. M. Mazzocco Melissa M. Murphy Ethan eBrown Luke eRinne Katherine H. Herold Persistent consequences of atypical early number concepts Frontiers in Psychology Dyscalculia Number Sense mathematics learning difficulties number concepts place value concepts whole number knowledge |
| title | Persistent consequences of atypical early number concepts |
| title_full | Persistent consequences of atypical early number concepts |
| title_fullStr | Persistent consequences of atypical early number concepts |
| title_full_unstemmed | Persistent consequences of atypical early number concepts |
| title_short | Persistent consequences of atypical early number concepts |
| title_sort | persistent consequences of atypical early number concepts |
| topic | Dyscalculia Number Sense mathematics learning difficulties number concepts place value concepts whole number knowledge |
| url | http://journal.frontiersin.org/Journal/10.3389/fpsyg.2013.00486/full |
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