Predicting First–Grade Math Achievement from Developmental Number Sense Trajectories

By Nancy C. Jordan, David Kaplan, Maria N. Locuniak, Chaitanya Ramineni. 2007

614 citations recorded by the source corpus.

Subfields: Education, Statistics and Probability

View Paper: https://www.semanticscholar.org/paper/3ff5761980256ab7ae6b0ba218c8839d991ff90a

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Citations in the corpus

Numerosity, Abstraction, and the Emergence of Symbolic Thinking (2012, background): “…appreciate nonsymbolic numerical magnitudes improving (or degrading) symbolic arithmetic performance (e.g., Gilmore, McCarthy, and Spelke 2010; Holloway and Ansari 2009; Jordan et al. 2007; Libertus, Feigenson, and Halberda 2011; Mazzocco, Feigenson, and Halberda 2011; and Mundy and Gilmore 2009).”
Early Math Matters: Kindergarten Number Competence and Later Mathematics Outcomes (2009, background): “It assessed competencies related to counting, number comparisons, and calculation, which are strongly related to one another (Jordan et al., 2007).”
Pathways to mathematics: longitudinal predictors of performance. (2010, background): “Children’s early numeracy skills, measured before or during kindergarten, predict performance on conventional mathematics tests in the first few years of formal schooling (e.g., Aunola et al., 2004; Bull et al., 2008; Jordan et al., 2006; Jordan et al., 2007; Passolunghi et al., 2007).”
Core numerical skills for learning mathematics in children aged five to eight years – a working model for educators (2016, background): “These skills are related to counting, number patterns, magnitude comparisons, estimating and number transformations (Jordan et al. 2007).”
Preschool Children’s Spontaneous Focusing on Numerosity, Subitizing, and Counting Skills as Predictors of Their Mathematical Performance Seven Years Later at School (2015, background): “Several previous studies have demonstrated that verbal counting skills are a strong predictor of later mathematical achievement (e.g., Jordan et al., 2007; Koponen et al., 2007; Lepola et al., 2005).”
Identifying Opportunities for Grade One Children to Acquire Foundational Number Sense: Developing a Framework for Cross Cultural Classroom Analyses (2015, background): “2004; Yang and Li 2008); skills which underpin arithmetical and mathematical fluency (Berch 2005; Dehaene 2001; Jordan et al. 2007).”
How Important is Where you Start? Early Mathematics Knowledge and Later School Success (2013, background): “These foundational math skills are important for later levels and gains in mathematics in elementary school (Aunola et al., 2004; Jordan et al., 2007, 2009; Jordan, Kaplan, Olah, & Locuniak, 2006).”
Computer-Assisted Intervention for Children with Low Numeracy Skills (2009, background): “Jordan et al. (2007) showed that number sense performance in kindergarten, as well as number sense growth, could account for up to two thirds of the variance in first-grade math achievement.”
Home numeracy experiences and children’s math performance in the early school years. (2009, background): “Given the importance of children's early numeracy abilities to their acquisition of mathematics in school (e.g., Aunola et al., 2004; Jordan et al., 2007), it is surprising that research on children's home numeracy experiences is so limited.”