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Using kindergarten number sense to predict calculation fluency in second grade.

Maria N Locuniak¹, Nancy C Jordan

¹University of Delaware, Newark, USA.

Journal of Learning Disabilities

|September 5, 2008

Summary

This summary is machine-generated.

Kindergarten number sense strongly predicts second-grade calculation fluency. Early number skills, especially number combinations, are key indicators for identifying children needing math support.

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Area of Science:

Cognitive Psychology
Developmental Psychology
Educational Psychology

Background:

Early childhood number sense is crucial for later mathematical achievement.
Identifying predictors of calculation fluency aids early intervention.

Purpose of the Study:

To investigate the predictive power of kindergarten number sense on second-grade calculation fluency.
To determine which specific number sense subdomains are most predictive.

Main Methods:

Longitudinal study with 198 children.
Block entry regression analysis.
Inclusion of general cognitive predictors (age, reading, memory, verbal/spatial cognition) and specific number sense measures.

Main Results:

Number sense measures significantly predicted calculation fluency, accounting for 26%-42% of variance beyond general predictors.
Active memory for numbers, number knowledge, and number combinations were uniquely predictive.
Number combinations emerged as the strongest single predictor.

Conclusions:

Early number sense, particularly number combinations, is a robust predictor of later calculation fluency.
Kindergarten number sense screening can effectively identify children at risk for calculation difficulties, informing targeted math interventions.