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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


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Julkaisun tiedot

Julkaisun kaikki tekijät tai toimittajatAunola, Kaisa; Leskinen, Esko; Lerkkanen, Marja-Kristiina; Nurmi, Jari-Erik

Lehti tai sarjaJournal of Educational Psychology

ISSN0022-0663

eISSN1939-2176

Julkaisuvuosi2004

Volyymi96

Artikkelin sivunumerot699-713

KustantajaAmerican Psychological Association

JulkaisumaaYhdysvallat (USA)

Julkaisun kielienglanti

DOIhttps://doi.org/10.1037/0022-0663.96.4.699

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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-asiasanatmatematiikkaesikoulu

Vapaat asiasanatkasvukäyrämallit; kouluun siirtyminen; taitojen kehitys; kehityspolut; latentti kasvukäyräanalyysi


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Viimeisin päivitys 2023-14-12 klo 17:38