A1 Alkuperäisartikkeli tieteellisessä aikakauslehdessä
Developmental dynamics of math performance from preschool to grade 2 (2004)
Aunola, K., Leskinen, E., Lerkkanen, M.-K., & Nurmi, J.-E. (2004). Developmental dynamics of math performance from preschool to grade 2. Journal of Educational Psychology, 96, 699-713. https://doi.org/10.1037/0022-0663.96.4.699
JYU-tekijät tai -toimittajat
Julkaisun tiedot
Julkaisun kaikki tekijät tai toimittajat: Aunola, Kaisa; Leskinen, Esko; Lerkkanen, Marja-Kristiina; Nurmi, Jari-Erik
Lehti tai sarja: Journal of Educational Psychology
ISSN: 0022-0663
eISSN: 1939-2176
Julkaisuvuosi: 2004
Volyymi: 96
Artikkelin sivunumerot: 699-713
Kustantaja: American Psychological Association
Julkaisumaa: Yhdysvallat (USA)
Julkaisun kieli: englanti
DOI: https://doi.org/10.1037/0022-0663.96.4.699
Julkaisun avoin saatavuus: Ei avoin
Julkaisukanavan avoin saatavuus:
Tiivistelmä
This study investigated the developmental dynamics of mathematical performance during children's transition from preschool to Grade 2 and the cognitive antecedents of this development. 194 Finnish children were examined 6 times according to their math performance, twice during each year across a 3-year period. Cognitive antecedents, that is, counting ability, visual attention, metacognitive knowledge, and listening comprehension, were tested at the first measurement point. The results indicated that math performance showed high stability and increasing variance over time. Moreover, the growth of math competence was faster among those who entered preschool with an already high level of mathematical skills. The initial level of math performance, as well as its growth, was best predicted by counting ability.
YSO-asiasanat: matematiikka; esikoulu
Vapaat asiasanat: kasvukäyrämallit; kouluun siirtyminen; taitojen kehitys; kehityspolut; latentti kasvukäyräanalyysi
Liittyvät organisaatiot
OKM-raportointi: Kyllä
Alustava JUFO-taso: Not rated