Pathways to mathematics: longitudinal predictors of performance.

By Jo-Anne LeFevre, Lisa A. Fast, Sheri-Lynn Skwarchuk, Brenda L. Smith-Chant, Jeffrey Bisanz, D. Kamawar, Marcie Penner-Wilger. Child Development, 2010

766 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology, Education, Statistics and Probability

View Paper: https://www.semanticscholar.org/paper/c46e0a3586addefd8ffa8aef34afb534b8c1501e

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Citations in the corpus

Counting and rapid naming predict the fluency of arithmetic and reading skills (2016, background): “LeFevre et al. (2010) argued that the breadth of receptive vocabulary might reflect children’s abilities to acquire vocabulary in the number system.”
Using a Brief Preschool Early Numeracy Skills Screener to Identify Young Children With Mathematics Difficulties (2015, result): “However, it is also clear in the current study and in previous literature (LeFevre et al., 2010; Purpura, Hume, Sims, & Lonigan, 2011) that early mathematics skills have a strong language- and print-based component.”
Skills underlying mathematics: The role of executive function in the development of mathematics proficiency (2014, positive): “The Pathways Model of LeFevre et al. (2010) addresses this by including linguistic, quantitative and spatial attention pathways to early numeracy and mathematical outcomes.”
Maternal Math Talk in the Home and Math Skills in Preschool Children (2016, background): “Given the prominent role of parents in their children’s academic achievement (LeFevre et al., 2010), the current study investigates the input and stimulation that children receive at home as a source of variation in early math skills.”
Children’s poor academic performance evokes parental homework assistance—but does it help? (2013, background): “Early cognitive skills, such as vocabulary, have been previously shown to be related to number naming and nonlinguistic arithmetic (LeFevre et al., 2010) and later reading skills (Sénéchal & LeFevre, 2002; Torppa, Poikkeus, Laakso, Eklund, & Lyytinen, 2006).”
Core numerical skills for learning mathematics in children aged five to eight years – a working model for educators (2016, background): “…knowledge, nonverbal calculation, story problems and number combinations (Jordan et al. 2007), calculation, number line and magnitude comparison (LeFevre et al. 2010), number reading (Passolunghi, Vercelloni, and Schadee 2007), and numeracyrelated logical (Aunio and Niemivirta 2010; Desoete et…”
Cognitive and Linguistic Predictors of Mathematical Word Problems With and Without Irrelevant Information. (2016, neutral): “…a propositional text structure, inferencing, identifying a schema, and applying a solution strategy involves coordination of information from memory and the world and requires the storing of multiple steps that must be manipulated in working memory (Kintsch & Greeno, 1985; LeFevre et al., 2010).”
Preschool Children’s Spontaneous Focusing on Numerosity, Subitizing, and Counting Skills as Predictors of Their Mathematical Performance Seven Years Later at School (2015, background): “Naturally, there can be other variables such as visuospatial working memory and inhibition that have an effect on the relationships between predictors and outcome variables (see, e.g., LeFevre et al., 2010; Swanson & Beebe-Frankenberger, 2004; Zhang et al., 2014).”
Differences in the Mathematics–Vocabulary Knowledge of Fifth–Grade Students with and without Learning Difficulties (2017, background): “As students progress through elementary school, linguistic skills relate to the ability to master a variety of mathematics skills, including numeration, calculation, geometry, measurement, number line concepts, and magnitude comparison (Krajewski & Schneider, 2009; LeFevre et al., 2010).”
Mathematics anxiety in young children: Concurrent and longitudinal associations with mathematical performance (2013, background): “Calculation skills and mathematical applications have in common that they are both based in the symbolic number system—that is, the number and quantitative skills that depend on the formal number system (Jordan, Glutting, & Ramineni, 2010; LeFevre et al., 2010).”