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dc.contributor.authorNavarro Guzmán, José Ignacio
dc.contributor.authorAguilar Villagrán, Manuel
dc.contributor.authorMarchena Consejero, Esperanza
dc.contributor.authorMenacho Jiménez, Inmaculada
dc.contributor.authorRuiz, Gonzalo
dc.contributor.authorVan Luit, H.
dc.contributor.otherPsicologíaen_US
dc.date.accessioned2014-11-03T11:16:27Z
dc.date.available2014-11-03T11:16:27Z
dc.date.issued2012-09-01T00:00:00Z
dc.identifier.issn2044-8279
dc.identifier.urihttp://hdl.handle.net/10498/16779
dc.description.abstractBackground. Longitudinal studies allow us to identify, which specific maths skills are weak in young children, and whether there is a continuing weakness in these areas throughout their school years. Aims. This 2-year study investigated whether certain socio-demographic variables affect early mathematical competency in children aged 5–7 years. Sample. A randomly selected sample of 127 students (64 female; 63 male) participated. At the start of the study, the students were approximately 5 years old (M = 5.2; SD = 0.28; range = 4.5–5.8). Method. The students were assessed using the Early Numeracy Test and then allocated to a high (n = 26), middle (n = 76), or low (n = 25) achievers group. The same children were assessed again with the Early Numeracy Test at 6 and 7 years old, respectively. Eight socio-demographic characteristics were also evaluated: family model, education of the parent(s), job of the parent(s), number of family members, birth order, number of computers at home, frequency of teacher visits, and hours watching television. Results. Early Numeracy Test scores were more consistent for the high-achievers group than for the low-achievers group. Approximately 5.5% of low achievers obtained low scores throughout the study. A link between specific socio-demographic characteristics and early achievement in mathematics was only found for number of computers at home. Conclusions. The level of mathematical ability among students aged 5–7 years remains relatively stable regardless of the initial level of achievement. However, early screening for mathematics learning disabilities could be useful in helping low-achieving students overcome learning obstacles.en_US
dc.description.sponsorshipThis material is based on work supported by the Spanish Ministry of Science & Technology grant no. SEJ2007-62420/EDUC and Junta de Andalucia grant no. P09-HUM-4918.en_US
dc.formatapplication/pdf
dc.language.isoengen_US
dc.publisherWiley Online Editoren_US
dc.rightsinfo:eu-repo/semantics/openAccess
dc.rightsinfo:eu-repo/semantics/openAccess
dc.sourceNavarro, J. I., Aguilar, M., Marchena, E., Ruiz, G., Menacho, I. & Van Luit, H. (2012). Longitudinal study of low and high achievers in early mathematics. British Journal of Educational Psychology, 82, 28-41. doi:10.1111/j.2044-8279.2011.02043.xen_US
dc.subjectearly mathematicsen_US
dc.subjectmathematics disabilityen_US
dc.subjectlow mathematics achievementen_US
dc.subjectEarly Numeracy Testen_US
dc.titleLongitudinal study of low and high achievers in early mathematicsen_US
dc.typeinfo:eu-repo/semantics/articleen_US
dc.rights.accessRightsinfo:eu-repo/semantics/openAccess
dc.identifier.doi10.1111/j.2044-8279.2011.02043.x


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