Early Predictors of High School Mathematics Achievement

By Robert S. Siegler, G. Duncan, P. Davis‐Kean, K. Duckworth, Amy Claessens, Mimi Engel, María Inés Susperreguy, Meichu D. Chen. Psychology Science, 2012

767 citations recorded by the source corpus.

Subfields: Education, Statistics and Probability

View Paper: https://www.semanticscholar.org/paper/c5c76acbd4bb3834991722b4787f86346ea190a3

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Citations in the corpus

Reaching the Mountaintop: Addressing the Common Core Standards in Mathematics for Students with Mathematics Difficulties (2013, background): “This topic, which is foundational to algebra and other higher-order forms of mathematics (Siegler et al., 2012), creates challenges for some students who have not experienced earlier mathematics learning difﬁculty.”
Building Links Between Early Socioeconomic Status, Cognitive Ability, and Math and Science Achievement (2017, background): “For example, Siegler et al. (2012) found that knowledge of fractions predicted achievement in higher-level mathematical thinking like algebra, whereas the ability to perform addition, subtraction, multiplication, and division did not.”
Decreasing the SES math achievement gap: Initial math proficiency and home learning environments (2015, methodology): “For example, Siegler et al. (2012), using children in the U.S. and Great Britain, found that children’s knowledge of fractions and division at the end of elementary school predicted their knowledge of algebra in high school, even after con- trolling for other math knowledge, SES, parents’…”
Inhibiting natural knowledge in fourth graders: towards a comprehensive test instrument (2015, background): “For example, Siegler et al. (2012) found that fifth graders’ fraction knowledge predicted algebra and overall mathematics scores in high school, even after controlling for reading achievement, IQ, working memory, whole number knowledge, family income, and family education.”
Inclusion Versus Specialized Intervention for Very-Low-Performing Students (2015, background): “These results suggest strong added value for specialized intervention over inclusive instruction—at least in the domain of fractions, which is often deemed one of the most critical areas of elementary school mathematics and the most essential for subsequent school success (Siegler et al., 2012).”
Conceptual knowledge of fraction arithmetic. (2015, background): “even after controlling for IQ, reading comprehension, working memory, knowledge of whole number arithmetic, and parental education and income (Siegler et al., 2012).”
Putting fractions together. (2020, background): “…and overall math achievement concurrently and over periods of at least 1 to 5 years, even after controlling for potential confounding variables including IQ, whole number arithmetic profi- ciency, and family SES (Booth & Newton, 2012; Booth, Newton, & Twiss-Garrity, 2014; Siegler et al., 2012).”
Neurocognitive Architectures and the Nonsymbolic Foundations of Fractions Understanding (2016, unknown): “…grounded understanding of fractions in the early stages of learning can support future learning of fractions and related concepts (e.g., decimals, percent, and measure) throughout elementary and middle school and can help prepare students for algebra (Booth & Newton, 2012; Siegler et al., 2012).”
Hard Lessons: Why Rational Number Arithmetic Is So Difficult for So Many People (2017, background): “In both the United States and the United Kingdom, fifth graders’ knowledge of fractions predicts tenth graders’ overall math achievement and knowledge of algebra, even after statistically controlling for knowledge of whole number arithmetic, IQ, working memory, parental education and income, and a h”