Predictive Relations between Early Place Value Understanding and Multidigit Calculation: Approximate versus Syntactic Measures

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  • Additional Information
    • Availability:
      Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
    • Peer Reviewed:
      Y
    • Source:
      19
    • Sponsoring Agency:
      National Science Foundation (NSF)
    • Contract Number:
      1664781
      1621093
    • Education Level:
      Early Childhood Education
      Elementary Education
      Kindergarten
      Primary Education
      Grade 2
    • Subject Terms:
      Kindergarten; Number Concepts; Computation; Grade 2; Mathematics Skills; Knowledge Level; Predictor Variables; Comprehension
    • Subject Terms:
      Indiana; Maryland; Michigan
    • Accession Number:
      10.1080/01443410.2023.2254528
    • ISSN:
      0144-3410
      1469-5820
    • Abstract:
      The current longitudinal study measured 279 kindergartners' (M[subscript age] = 5.76 years; SD = 0.55; 135 females) place value understanding using both approximate and syntactic measures based on previous evidence that early variation in performance on approximate measures was associated with subsequent syntactic place value understanding. In the present study, we used the same dataset but traced kindergarten variation on both approximate and syntactic measures to children's multidigit calculation skill in second grade. Path analyses indicated that latent approximate place value knowledge predicted later multidigit calculation performance but more precise understanding of counts and base-ten units did not. However, among the individual task predictors, Base-Ten Counting was the strongest predictor followed by a task asking for specific count of units (e.g. 'Which number has ["two tens"]?') and reading and writing number names (Transcoding). Thus, multidigit calculation skills appear to develop from an emerging, but imprecise understanding of count + unit syntax.
    • Abstract:
      As Provided
    • Notes:
      https://drum.lib.umd.edu/handle/1903/21495
    • Publication Date:
      2023
    • Accession Number:
      EJ1398323