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Pathways of number line development in children: Predictors and risk for adverse mathematical outcome

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posted 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
© 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.

Funding

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.

History

School

  • Science

Department

  • Mathematical Sciences

Published in

Zeitschrift fur Psychologie / Journal of Psychology

Volume

223

Issue

2

Pages

120 - 128

Citation

FRISO-VAN DEN BOS, I. ...et al., 2015. Pathways of number line development in children: Predictors and risk for adverse mathematical outcome. Zeitschrift fur Psychologie / Journal of Psychology, 223(2), pp. 120- 128.

Publisher

© 2015 Hogrefe Publishing

Version

VoR (Version of Record)

Publisher statement

This work is made available according to the conditions of the Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International (CC BY-NC-ND 4.0) licence. Full details of this licence are available at: https://creativecommons.org/licenses/by-nc-nd/4.0/

Publication date

2015

Notes

This version of the article may not completely replicate the final version published in Zeitschrift fur Psychologie / Journal of Psychology. It is not the version of record and is therefore not suitable for citation.” The definitive published version can be found via: https://doi.org/10.1027/2151-2604/a000210

ISSN

2190-8370

eISSN

2151-2604

Language

en

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