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Beginning school math competence: minority and majority comparisons.

D R Entwisle1, K L Alexander

  • 1Department of Sociology, Johns Hopkins University, Baltimore, MD 21218.

Child Development
|April 1, 1990
PubMed
Summary
This summary is machine-generated.

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Early math skills are influenced by family resources, with reasoning more impacted than computation. Parental expectations and education significantly boost performance for all children.

Area of Science:

  • Child Development
  • Educational Psychology
  • Cognitive Science

Background:

  • Children's early math competence is crucial for academic success.
  • Understanding factors influencing math concepts (reasoning) versus computation is key.
  • Disparities in early math skills among different demographic groups warrant investigation.

Purpose of the Study:

  • To investigate the influence of environmental and family resources on first-grade math concepts and computation.
  • To examine racial and socioeconomic differences in early math abilities.
  • To determine the differential impact of family factors on math reasoning versus math computation.

Main Methods:

  • Utilized a structural model with a large random sample of urban children.
  • Assessed math concepts and computation using standardized tests (California Achievement Test).

Related Experiment Videos

  • Analyzed the effects of parental psychological resources, socioeconomic status, and family configuration.

    • Main Results:

    • Math concepts (reasoning) were more responsive to family factors than computation.
    • Black and white children showed equivalent computational and verbal skills, but whites scored higher in math concepts.
    • Parental expectations and higher parental education (high school graduate) positively impacted math performance for all children.

    Conclusions:

    • Family's psychological and socioeconomic resources significantly enhance early math skills.
    • Parental expectations play a vital role in children's math performance, irrespective of race or socioeconomic status.
    • Family configuration did not demonstrate a discernible effect on math performance when parental resources were considered.