ERIC Number: EJ1209807
Record Type: Journal
Publication Date: 2019-May
Pages: 12
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-0731-9487
EISSN: N/A
Exploring Growth Trajectories of Informal and Formal Mathematics Skills among Prekindergarten Children Struggling with Mathematics
Namkung, Jessica M.; Peng, Peng; Goodrich, J. Marc; Molfese, Victoria
Learning Disability Quarterly, v42 n2 p80-91 May 2019
Growth in two subscales, Informal and Formal Mathematics Skills, of the "Test of Early Mathematics Abilitity-3" (TEMA-3) was explored in a sample of 281 children. Children were identified as either typically developing (TYP; n = 205) or having mathematics difficulties (MD; n = 76) based on their total TEMA-3 score at the end of prekindergarten. Their average level of informal and formal mathematics skills, growth rate over time, and rate of acceleration of growth were estimated using conventional growth modeling while controlling for the effects of gender. Results indicated that children with MD had significantly lower informal and formal mathematics knowledge than did TYP children at the end of kindergarten. However, for informal mathematics skills, children with MD grew at a significantly faster rate than did TYP children, and the rate of acceleration was also significantly faster for children with MD. In contrast, both the rate of growth and acceleration of growth in formal mathematics skills were significantly faster for TYP children than they were for children with MD. Implications for early MD identification and interventions are discussed.
Descriptors: Mathematics Instruction, Mathematics Skills, Preschool Education, Preschool Children, Mathematics Achievement, Low Achievement, Learning Problems
SAGE Publications and Hammill Institute on Disabilities. 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://bibliotheek.ehb.be:2814
Publication Type: Journal Articles; Reports - Research
Education Level: Early Childhood Education; Preschool Education
Audience: N/A
Language: English
Sponsor: Department of Education (ED)
Authoring Institution: N/A
Grant or Contract Numbers: R215R000023