Predictive relations between early place value understanding and multidigit calculation: approximate versus syntactic measures

IF 3.6 2区心理学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Educational Psychology Pub Date : 2023-08-09 DOI:10.1080/01443410.2023.2254528

Kelly S. Mix, C. Bower, Lei Yuan, Gregory R. Hancock, Linda B. Smith

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Abstract

Abstract The current longitudinal study measured 279 kindergartners’ (Mage =5.76 years; SD = 0.55; 135 females) place value understanding using both approximate and syntactic measures based on previous evidence that early variation in performance on approximate measures was associated with subsequent syntactic place value understanding. In the present study, we used the same dataset but traced kindergarten variation on both approximate and syntactic measures to children’s multidigit calculation skill in second grade. Path analyses indicated that latent approximate place value knowledge predicted later multidigit calculation performance but more precise understanding of counts and base-ten units did not. However, among the individual task predictors, Base-Ten Counting was the strongest predictor followed by a task asking for specific count of units (e.g. ‘Which number has [two tens]?') and reading and writing number names (Transcoding). Thus, multidigit calculation skills appear to develop from an emerging, but imprecise understanding of count + unit syntax.

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早期位值理解和多位数计算之间的预测关系:近似与句法度量

摘要当前的纵向研究测量了279名幼儿园儿童（Mage=5.76 年；SD = 0.55；135名女性）使用近似和句法测量来理解位置值，这是基于先前的证据，即在近似测量上表现的早期变化与随后的句法位置值理解有关。在本研究中，我们使用了相同的数据集，但追踪了幼儿园在近似和句法测量方面对二年级儿童多位数计算技能的变化。通径分析表明，潜在的近似位置值知识预测了后来的多位数计算性能，但对计数和基数单位的更精确理解却没有。然而，在单个任务预测因子中，基数十计数是最强的预测因子，其次是要求特定单位计数的任务（例如，“哪个数字有[20个十]？”）以及读取和写入数字名称（代码转换）。因此，多位数计算技能似乎是从一种新兴但不精确的计数理解中发展起来的 + 单元语法。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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来源期刊

Educational Psychology Multiple-

CiteScore

6.40

自引率

6.20%

发文量

期刊介绍： This journal provides an international forum for the discussion and rapid dissemination of research findings in psychology relevant to education. The journal places particular emphasis on the publishing of papers reporting applied research based on experimental and behavioural studies. Reviews of relevant areas of literature also appear from time to time. The aim of the journal is to be a primary source for articles dealing with the psychological aspects of education ranging from pre-school to tertiary provision and the education of children with special needs. The prompt publication of high-quality articles is the journal"s first priority. All contributions are submitted "blind" to at least two independent referees before acceptance for publication.