Non-symbolic addition performance does not differ by socioeconomic status, though wealthier children score higher on mathematics achievement tests¶

Claim · All claims
Evidence · 1 study (2 entries) · associational r2 · q3
Currency · newest study 2010 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q3 i? In Experiment 1 there was no effect of socioeconomic status on non-symbolic addition performance between subgroups (t(39) < 1) or versus a more privileged community (F(1, 55) = 2.00, p = .164), but the wealthier community group performed better on the mathematics achievement test (F(1,58) = 5.45, p = .023). → Gilmore Camilla K. 2010 q3 i? In Experiment 2, low- and middle-class children performed equally on non-symbolic addition, number knowledge and school mathematics within the school, and the high-income group was better on mathematics achievement (t(76.9) = 2.06, p = .043) but not on non-symbolic addition (t(81) = 1.60, p = .114). → Gilmore Camilla K. 2010 (2)

Evidence¶

Gilmore Camilla K. 2010¶

Gilmore Camilla K., McCarthy Shannon E., Spelke Elizabeth S. (2010). Non-symbolic arithmetic abilities and achievement in the first year of formal schooling in mathematics. Cognition. https://doi.org/10.1016/j.cognition.2010.02.002

q3 · i? · associational · r2

Experiment 1 compared 41 low- to middle-SES kindergarten children (19 low-SES, 22 middle-SES by free/reduced lunch status) with a new group of 21 children from a higher socioeconomic community on the same mathematics achievement test.

"the group of children drawn from the wealthier community performed better on the mathematics achievement test than their less advantaged peers, (F(1,58) = 5.45, p = .023, with age as covariate; Table 1, top), consistent with the widespread gap in mathematics achievement between wealthy and poor children"

Gilmore Camilla K. 2010 (2)¶

Gilmore Camilla K., McCarthy Shannon E., Spelke Elizabeth S. (2010). Non-symbolic arithmetic abilities and achievement in the first year of formal schooling in mathematics. Cognition. https://doi.org/10.1016/j.cognition.2010.02.002

q3 · i? · associational · r2

Experiment 2 compared 62 children from a lower-middle socioeconomic school with 21 children from diverse public and private schools in the high socioeconomic community, tested in a single summer session on both tasks.

"children in the more advantaged community performed better on the test of mathematics achievement (t(76.9) = 2.06 p =.043; ; Table 1, bottom), but not significantly better than their less advantaged peers on the test of non-symbolic addition (t(81) =1.60, p = .114)"

Discussion¶

Learner Variables¶

• Socioeconomic Status — predictor: outcomes differ by group: a gap reflecting circumstances and treatment, not a cause

Related Claims¶

• Non-symbolic addition performance correlates with mathematics achievement in a new sample, surviving controls for verbal intelligence and literacy (Experiment 2) — related
• Ratio-effect scores correlated with mathematics achievement in Experiment 1 but not in Experiment 2 with easier ratios — related
• Kindergarten children's non-symbolic addition performance correlates with end-of-year mathematics achievement, independent of literacy (Experiment 1) — related
• Socially disadvantaged children do not differ in physical fitness but score significantly lower on academic performance than non-disadvantaged peers — related