The counting and cardinality coefficient is significantly larger than the coefficients for patterning, geometry, and measurement and data¶

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

Subclaims¶

q2 i? F-tests comparing coefficient equality found counting and cardinality significantly larger than patterning (F = 25.92), geometry (F = 24.93), and measurement and data (F = 32.25), while patterning, geometry, and measurement and data did not differ from one another. → 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 · i? · associational · r3

Post-regression F-tests in the same 781-child regression models compare the standardized coefficients across the four preschool competency domains; only the counting and cardinality coefficient stands out as significantly larger.

"the coefficient for counting and cardinality was significantly larger than the coefficient produced by patterning (F = 25.92, p < 0.001), geometry (F=24.93, p < 0.001), and measurement and data (F = 32.25, p < 0.001). The coefficients produced by patterning, geometry, and measurement and data were not significantly different from one another."

Discussion¶

Related Claims¶

• Advanced counting competencies predict fifth grade mathematics achievement whereas basic counting does not when both are included together — related
• Preschool counting and cardinality competencies are the strongest predictors of fifth grade mathematics achievement among the measured preschool domains — possibly the same claim (merge candidate)
• Counting and cardinality shows the highest correlation with fifth grade mathematics achievement, followed by patterning, geometry, and measurement and data — related
• Basic counting competencies alone are considerably predictive of fifth grade mathematics achievement when modeled without advanced counting — 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 association between preschool competencies and fifth grade achievement does not differ across the achievement distribution — related
• Content domain shows little association with effect sizes, except fractions in mathematics — related