Mathematics Growth in Early Elementary School: The Roles of Beginning Knowledge, Student Engagement, and Instruction

By Katerina Bodovski, George Farkas. The Elementary school journal, 2007

279 citations recorded by the source corpus.

Subfields: Education, Statistics and Probability

View Paper: https://www.semanticscholar.org/paper/e3763bbbbbd70c0e0f9d5dcf75cdd5bc539128df

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Citations in the corpus

Executive Function Skills, Early Mathematics, and Vocabulary in Head Start Preschool Children (2017, background): “…findings may provide support for yet a third instructional approach that would integrate effective language development strategies to promote both EF processes and early math instruction (i.e., scaffolding, feedback loops, guided play, prompting; Bodovski & Farkas, 2007; Clements & Sarama, 2015).”
Testing the Immediate and Long-Term Efficacy of a Tier 2 Kindergarten Mathematics Intervention (2016, background): “…that students who perform poorly in mathematics in the early elementary grades are likely to continue to struggle throughout elementary school (Bodovski & Farkas, 2007; Duncan et al., 2007; Hanich, Jordan, Kaplan, & Dick, 2001; Morgan, Farkas, & Wu, 2009) and that differences between students…”
Decreasing the SES math achievement gap: Initial math proficiency and home learning environments (2015, background): “Although prior research shows the importance of early math skills for children’s long-term development (Anders et al., 2012; Bodovski & Farkas, 2007; Duncan et al., 2007; Geary et al., 2013), those studies treated math skills as a continuous variable.”
Mathematics Learned by Young Children in an Intervention Based on Learning Trajectories: A Large-Scale Cluster Randomized Trial (2011, background): “Children, especially those from low-resource communities, need more mathematics education in preschool (Bodovski & Farkas, 2007; Clements & Sarama, 2009; Sarama & Clements, 2009).”
Differences in the Mathematics–Vocabulary Knowledge of Fifth–Grade Students with and without Learning Difficulties (2017, methodology): “…significant challenges in the classroom, we used a cut-off that is more stringent than the 25th percentile, which is often used in research related to students with mathematics difficulty (e.g., Bodovski & Farkas, 2007; Jordan, Hanich, & Kaplan, 2003; Locuniak & Jordan, 2008; Vukovic, 2012).”
Mathematical Problem Solving Among Latina/o Kindergartners: An Analysis of Opportunities to Learn (2011, methodology): “Our analysis centers on instructional practices that support young Latinas/os in mathematical problem solving and the impact of this instruction on student learning, a focus repeatedly called for in prior research ( Bodovski & Farkas, 2007b ; Franke, Kazemi, & Battey, 2007 ).”
Multilevel Effects of Student and Classroom Factors on Elementary Science Achievement in Five Countries (2010, background): “The amount of time spent on subject content, in general, has been shown to positively affect student achievement (Bodovsky & Farkas, 2007 ; Coates, 2003 ).”