Counting and cardinality shows the highest correlation with fifth grade mathematics achievement, followed by patterning, geometry, and measurement and data¶

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 Counting and cardinality correlated r = 0.62 and patterning r = 0.51 with overall fifth grade achievement; geometry (r = 0.43) and measurement and data (r = 0.34) correlations were lower but positive and significant. → 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

Correlational analysis of key variables in Table 3 for the 781-child sample; all correlations were statistically significant at p < 0.001. Counting and cardinality also correlated most strongly with patterning (r = 0.58).

"Of the preschool mathematical competencies measured, counting and cardinality (r = 0.62) and patterning (r = 0.51), had the highest correlations with overall fifth grade mathematics achievement. Though lower in magnitude, geometry (r = 0.43) and measurement and data (r = 0.34) also had positive and statistically significant correlations with overall fifth grade mathematics achievement."

Discussion¶

Related Claims¶

• Preschool counting and cardinality competencies are the strongest predictors of fifth grade mathematics achievement among the measured preschool domains — related
• The counting and cardinality coefficient is significantly larger than the coefficients for 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
• Mathematics achievement is strongly positively associated with mathematics confidence at the student level (0.43) — related