Preschool counting and cardinality competencies are the strongest predictors of fifth grade mathematics achievement among the measured preschool domains¶

Claim · All claims
Evidence · 1 study · associational r3 · q2 · i3 large
Currency · newest study 2016 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i3 In fully controlled OLS regression with preschool teacher fixed effects, counting and cardinality competencies in spring of preschool predicted fifth grade mathematics achievement more strongly than geometry, patterning, or measurement and data (β = 0.42). → Nguyen 2016

Evidence¶

Nguyen 2016¶

Nguyen, T., Watts, T. W., Duncan, G. J., Clements, D. H., Sarama, J. S., Wolfe, C., & Spitler, M. E. (2016). Which Preschool Mathematics Competencies Are Most Predictive of Fifth Grade Achievement? Early Childhood Research Quarterly. https://doi.org/10.1016/j.ecresq.2016.02.003

q2 · i3 · associational · r3

Longitudinal OLS regression analysis of 781 children from the TRIAD evaluation, controlling for child and family characteristics, treatment status, site, and preschool teacher fixed effects. Standardized coefficients show counting and cardinality (β = 0.42) ahead of geometry (β = 0.13) and patterning (β = 0.10).

"Counting and cardinality competencies are the strongest predictors of later math achievement (β = 0.42, SE = 0.04, p < 0.001), followed by geometry (β = 0.13, SE = 0.04, p < 0.001), and patterning (β = 0.10, SE = 0.03, p < 0.01)."

Discussion¶

Related Claims¶

• Advanced counting competencies predict fifth grade mathematics achievement whereas basic counting does not when both are included together — related
• Basic counting competencies alone are considerably predictive of fifth grade mathematics achievement when modeled without advanced counting — related
• Counting and cardinality shows the highest correlation with fifth grade mathematics achievement, followed by patterning, geometry, and measurement and data — related
• Gains in counting and cardinality during the preschool year are associated with roughly half a standard deviation higher fifth grade mathematics achievement — related
• The counting and cardinality coefficient is significantly larger than the coefficients for patterning, geometry, and measurement and data — possibly the same claim (merge candidate)
• The association between preschool competencies and fifth grade achievement does not differ across the achievement distribution — related