ERIC Number: EJ1039851
Record Type: Journal
Publication Date: 2013-Sep
Abstractor: As Provided
Mathematics Instruction: Do Classrooms Matter?
Desoete, Annemie; Stock, Pieter
Learning Disabilities: A Contemporary Journal, v11 n2 p17-26 Sep 2013
Counting abilities have been described as determinative precursors for a good development of later mathematical abilities. However, an important part of variance in mathematical achievement has also been associated with differences between instruction methods given in schools. In this study counting and instruction as predictors for mathematical skills were studied in 423 children. Our data revealed that the mastery of the counting principles in kindergarten was predictive for the risk of mathematical (dis)abilities in grade 1. Moreover, children sharing a common instructional background tended to have more similar scores on mathematical tests, yet, the importance of mastery of the counting principles in the prediction of later mathematical achievement was the same for all classrooms.
Descriptors: Learning Disabilities, Mathematics Instruction, Computation, Mathematics Achievement, Teaching Methods, Kindergarten, Grade 1, At Risk Students, Scores, Mathematics Tests, Foreign Countries
Learning Disabilities Worldwide, Inc. P.O. Box 142, Weston, MA 02493. Tel: 781-890-5399; Fax: 781-890-0555; Web site: http://www.ldam.org
Publication Type: Journal Articles; Reports - Research
Education Level: Kindergarten; Primary Education; Early Childhood Education; Grade 1; Elementary Education
Authoring Institution: N/A
Identifiers - Location: Belgium