Pathways of number line development in children: Predictors and risk for adverse mathematical outcome
journal contributionposted on 03.11.2017 by Ilona Friso-van den Bos, Johannes E.H. van Luit, Evelyn H. Kroesbergen, Iro Xenidou-Dervou, Ernest C.D.M. van Lieshout, Menno van der Schoot, Lisa M. Jonkman
Any type of content formally published in an academic journal, usually following a peer-review process.
© 2015 Hogrefe Publishing. Dyscalculia, or mathematics learning disability, has received growing attention in recent years. Working memory and number sense are hypothesized to form important determinants of dyscalculia, but longitudinal assessments of number sense in children with or at-risk for dyscalculia are scarce. The current study investigated number line development in first and second grade, in addition to kindergarten predictors and mathematical proficiency as an outcome. Children (n = 396) could be divided into three latent growth classes: at-risk, catch-up, and typical, based on their number line development. Growth was predicted by kindergarten number sense and verbal working memory. According to the class to which they were assigned, children differed in mathematical proficiency at the end of grade 2. The current study makes an important contribution to the understanding of risk for dyscalculia, showing that children at-risk can be distinguished based on their number line development, and that kindergarten variables are predictive of subsequent development.
This study was part of the MathChild study and was supported by a grant from the Netherlands Organization for Scientific Research (NWO), Grant No. 411-07-113.
- Mathematical Sciences