How Prioritizing Number Skills Can Act as a Mediator for Socioeconomic Inequality within a National Math Compulsory Curriculum

IF 1.2 4区教育学 Q2 EDUCATION & EDUCATIONAL RESEARCH

Elementary School Journal Pub Date : 2020-05-22 DOI:10.1086/708667

Macarena Santana, Verónica Cabezas, M. Nussbaum, Tania Cabello-Hutt, Magdalena Claro, Luis Maldonado

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引用次数: 0

Abstract

Although prior knowledge is an important predictor of future performance in mathematics, few studies have analyzed which areas of the subject are most critical. Most evidence is based on small- and medium-scale studies from developed countries, with results that cannot be generalized. We explore which areas of mathematics are the most important predictors of future performance by considering the sociodemographic and academic factors of Chile. Scores from a standardized test for eighth-grade mathematics and fourth-grade language arts were analyzed for a sample of 158,818 students, together with data on different areas of fourth-grade mathematics. The results reveal that the association of future performance in mathematics with number skills is as strong as the association of future performance in mathematics with attending an elite private school, in comparison to attending a state-subsidized school. Literacy skills also proved to be an important predictor of future performance in mathematics.

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在国家数学必修课程中，优先考虑数字技能如何成为社会经济不平等的中介

尽管先验知识是未来数学表现的重要预测因素，但很少有研究分析该学科的哪些领域最关键。大多数证据都是基于发达国家的中小型研究，其结果不能一概而论。我们通过考虑智利的社会人口和学术因素，探讨数学的哪些领域是未来表现的最重要预测因素。对158818名学生的八年级数学和四年级语言艺术标准化考试成绩以及四年级数学不同领域的数据进行了分析。研究结果表明，与上国家资助的学校相比，未来数学表现与数字技能的关联，与上精英私立学校的关联一样强烈。识字能力也被证明是未来数学成绩的重要预测因素。

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来源期刊

Elementary School Journal EDUCATION & EDUCATIONAL RESEARCH-

CiteScore

2.60

自引率

5.90%

发文量

期刊介绍： The Elementary School Journal has served researchers, teacher educators, and practitioners in the elementary and middle school education for over one hundred years. ESJ publishes peer-reviewed articles dealing with both education theory and research and their implications for teaching practice. In addition, ESJ presents articles that relate the latest research in child development, cognitive psychology, and sociology to school learning and teaching. ESJ prefers to publish original studies that contain data about school and classroom processes in elementary or middle schools while occasionally publishing integrative research reviews and in-depth conceptual analyses of schooling.