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Title: Pathways of number line development in children: Predictors and risk for adverse mathematical outcome
Authors: Friso-van den Bos, Ilona
van Luit, Johannes E.H.
Kroesbergen, Evelyn H.
Xenidou-Dervou, Iro
van Lieshout, Ernest C.D.M.
van der Schoot, Menno
Jonkman, Lisa M.
Issue Date: 2015
Publisher: © 2015 Hogrefe Publishing
Citation: 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.
Abstract: © 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.
Description: 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/a000210
Sponsor: 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.
Version: Published
DOI: 10.1027/2151-2604/a000210
URI: https://dspace.lboro.ac.uk/2134/27283
Publisher Link: https://doi.org/10.1027/2151-2604/a000210
ISSN: 2190-8370
Appears in Collections:Published Articles (Maths)

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