Xenidou_4 Non-blinded article 150202.pdf (537.58 kB)
Pathways of number line development in children: Predictors and risk for adverse mathematical outcome
journal contribution
posted on 2017-11-03, 15:07 authored by Ilona Friso-van den Bos, Johannes E.H. van Luit, Evelyn H. Kroesbergen, Iro Xenidou-DervouIro Xenidou-Dervou, Ernest C.D.M. van Lieshout, Menno van der Schoot, Lisa M. Jonkman© 2015 Hogrefe Publishing. Dyscalculia, or mathematics learning disability, has received growing attention in recent years. Working memory and number sense are hypothesized to form important determinants of dyscalculia, but longitudinal assessments of number sense in children with or at-risk for dyscalculia are scarce. The current study investigated number line development in first and second grade, in addition to kindergarten predictors and mathematical proficiency as an outcome. Children (n = 396) could be divided into three latent growth classes: at-risk, catch-up, and typical, based on their number line development. Growth was predicted by kindergarten number sense and verbal working memory. According to the class to which they were assigned, children differed in mathematical proficiency at the end of grade 2. The current study makes an important contribution to the understanding of risk for dyscalculia, showing that children at-risk can be distinguished based on their number line development, and that kindergarten variables are predictive of subsequent development.
Funding
This study was part of the MathChild study and was supported by a grant from the Netherlands Organization for Scientific Research (NWO), Grant No. 411-07-113.
History
School
- Science
Department
- Mathematical Sciences
Published in
Zeitschrift fur Psychologie / Journal of PsychologyVolume
223Issue
2Pages
120 - 128Citation
FRISO-VAN DEN BOS, I. ...et al., 2015. Pathways of number line development in children: Predictors and risk for adverse mathematical outcome. Zeitschrift fur Psychologie / Journal of Psychology, 223(2), pp. 120- 128.Publisher
© 2015 Hogrefe PublishingVersion
- VoR (Version of Record)
Publisher statement
This work is made available according to the conditions of the Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International (CC BY-NC-ND 4.0) licence. Full details of this licence are available at: https://creativecommons.org/licenses/by-nc-nd/4.0/Publication date
2015Notes
This version of the article may not completely replicate the final version published in Zeitschrift fur Psychologie / Journal of Psychology. It is not the version of record and is therefore not suitable for citation.” The definitive published version can be found via: https://doi.org/10.1027/2151-2604/a000210ISSN
2190-8370eISSN
2151-2604Publisher version
Language
- en