Developmental Dynamics of Math Performance From Preschool to Grade 2

By K. Aunola, E. Leskinen, Marja‐Kristiina Lerkkanen, Jari Nurmi. 2004

808 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology, Statistics and Probability

View Paper: https://www.semanticscholar.org/paper/6ef0edf044e5d16768c41dff92f735325c6fb813

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In Developmental and Educational Psychology

In Statistics and Probability

Citations in the corpus

Preschool Children’s Spontaneous Focusing on Numerosity, Subitizing, and Counting Skills as Predictors of Their Mathematical Performance Seven Years Later at School (2015, background): “Preschool number sequence and counting skills predict the overall level and the developmental rate of arithmetic skills, whereas visual attention is related to the developmental rate of arithmetic skills (Aunola et al., 2004).”
Cross-lagged relations between task motivation and performance in arithmetic and literacy in kindergarten (2009, background): “…for mathematical skills show, in turn, that, children who enter school with good skills improve their performance over time more than children who enter with poorer skills (Aunola et al., 2004), indicating again that inter-individual differences in mathematical performance are stable over time.”
The association between mathematical word problems and reading comprehension (2008, background): “First, girls had better linguistic skills than boys but, as expected (Aunola et al., 2004), no gender differences were found in maths word problem-solving.”
Contributions of longitudinal studies to evolving definitions and knowledge of developmental dyscalculia (2013, background): “[5] 6–8 Cognitive antecedents of math performance, developmental trajectories Evaluating math performance at 6 time points, the authors found high stability and increasing variance in math performance over time, and that counting skills in kindergarten predict 2nd grade math performance and growth.”
Predicting First–Grade Math Achievement from Developmental Number Sense Trajectories (2007, background): “Rather, early literacy and number sense may be associated with early experiences and have common cognitive antecedents (Aunola et al., 2004).”
Identifying Opportunities for Grade One Children to Acquire Foundational Number Sense: Developing a Framework for Cross Cultural Classroom Analyses (2015, background): “For example, basic counting and enumeration skills have been found to predict arithmetical competence in, inter alia, Canada, England, Finland, Flanders, Taiwan and the USA respectively (LeFevre et al. 2006; Aubrey and Godfrey 2003; Aunola et al. 2004; Desoete et al. 2009; Yang and Li 2008; Jordan e”