Longitudinal study of low and high achievers in early mathematics

摘要

Background. Longitudinal studies allow us to identify, which specific maths skills are\udweak in young children, and whether there is a continuing weakness in these areas\udthroughout their school years.\udAims. This 2-year study investigated whether certain socio-demographic variables\udaffect early mathematical competency in children aged 5–7 years.\udSample. A randomly selected sample of 127 students (64 female; 63 male) participated.\udAt the start of the study, the students were approximately 5 years old (M = 5.2;\udSD = 0.28; range = 4.5–5.8).\udMethod. The students were assessed using the Early Numeracy Test and then\udallocated to a high (n = 26), middle (n = 76), or low (n = 25) achievers group.\udThe same children were assessed again with the Early Numeracy Test at 6 and 7 years\udold, respectively. Eight socio-demographic characteristics were also evaluated: family\udmodel, education of the parent(s), job of the parent(s), number of family members,\udbirth order, number of computers at home, frequency of teacher visits, and hours\udwatching television.\udResults. Early Numeracy Test scores were more consistent for the high-achievers\udgroup than for the low-achievers group. Approximately 5.5% of low achievers obtained\udlow scores throughout the study. A link between specific socio-demographic characteristics\udand early achievement in mathematics was only found for number of computers\udat home.\udConclusions. The level of mathematical ability among students aged 5–7 years\udremains relatively stable regardless of the initial level of achievement. However, early\udscreening for mathematics learning disabilities could be useful in helping low-achieving\udstudents overcome learning obstacles.