Gains in counting and cardinality during the preschool year are associated with roughly half a standard deviation higher fifth grade mathematics achievement¶

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 Controlling for fall preschool mathematics achievement quartile, a one standard deviation increase in growth in counting and cardinality during preschool was associated with almost half a standard deviation increase in fifth grade mathematics achievement (β = 0.41). → 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

Model 2 of the regression analysis added fall-of-preschool achievement controls so coefficients reflect within-preschool-year change; estimates were virtually identical to Model 1 for the 781-child sample.

"When we controlled for students’ mathematics achievement quartile group at the beginning of preschool, a one standard deviation increase in growth in counting and cardinality is associated with almost a half of a standard deviation increase in fifth grade mathematics achievement (β = 0.41, SE = 0.04, p < 0.001)."

Discussion¶

Related Claims¶

• Preschool counting and cardinality competencies are the strongest predictors of fifth grade mathematics achievement among the measured preschool domains — related
• Counting and cardinality shows the highest correlation with fifth grade mathematics achievement, followed by patterning, geometry, and measurement and data — related
• Advanced counting competencies predict fifth grade mathematics achievement whereas basic counting does not when both are included together — related
• The association between preschool competencies and fifth grade achievement does not differ across the achievement distribution — related
• The counting and cardinality coefficient is significantly larger than the coefficients for patterning, geometry, and measurement and data — related
• Mathematics achievement is strongly positively associated with mathematics confidence at the student level (0.43) — related