重要的是你是如何开始的:早期的算术掌握预测了高中数学课程和大学入学率
Pamela E Davis-Kean1, Thurston Domina2, Megan Kuhfeld3
1Department of Psychology, University of Michigan, Ann Arbor, Michigan, USA.
Infant and child development
|February 26, 2024
概括
早期的数学技能预测了以后的学术成功. 在进入学校之前具有强大的计算能力的孩子获得更高的教育成果,包括高级数学课程和大学入学.
科学领域:
- 儿童发展 儿童发展
- 教育心理学教育心理学
- 数学教育教育 数学教育
背景情况:
- 早期的算术技能对于学术轨迹至关重要.
- 社会经济因素可以影响早期的数学发展.
- 过渡到正规学校教育凸显了现有的能力差距.
研究的目的:
- 检查学龄前数学的掌握与以后的教育成就之间的关系.
- 确定在54个月评估的特定数值能力.
- 调查社会经济地位对早期数学的影响.
主要方法:
- 利用了NICHD早期儿童护理和青少年发展研究 (SECCYD) 中1364名儿童的数据.
- 在54个月时使用Woodcock-Johnson成就测试评估数值能力 (计数,算术运算).
- 根据人口统计学特征进行控制,以隔离算术技能的影响.
主要成果:
- 幼儿园数值能力显著预测高中数学轨道排名和大学入学.
- 在54个月时,数学的技能较低的儿童不太可能参加高级数学课程或大学.
- 54个月的显著数学的差距与社会经济不平等有关.
结论:
- 早期掌握数学的能力是长期教育成功的关键指标.
- 改善早期数学技能的干预措施可能会减轻未来的学术差异.
- 在进入学校之前建立的基础数学能力对中学和中学后教育有持久的影响.
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