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Primary School Age Students' Spontaneous Comments about Math Reveal Emerging Dispositions Linked to Later Mathematics Achievement
Joint Authors
Noeder, Maia M.
Mazzocco, Michèle M. M.
Hanich, Laurie B.
Source
Issue
Vol. 2012, Issue 2012 (31 Dec. 2012), pp.1-12, 12 p.
Publisher
Hindawi Publishing Corporation
Publication Date
2012-10-15
Country of Publication
Egypt
No. of Pages
12
Main Subjects
Mathematics
Educational Sciences
Topics
Abstract EN
To longitudinally explore children's developing beliefs towards mathematics, we asked 207 children to define “math” and “reading” at grades 2 and 3 and coded for spontaneous references to likability or difficulty of math (or reading) in their definitions.
We found that children attributed more difficulty to math than to reading despite their relatively neutral comments on the likability of either subject.
Children described math and reading with comparable degrees of specificity, but girls' definitions were more specific than boys'.
Relative to their peers, children with mathematics learning disability (MLD) provided less specific definitions overall, were more likely to describe math as more difficult than reading, and were more likely to show a decrease in likability ratings of math (but not reading) from grades 2 to 3.
Grade 2 ratings predicted math ability at grade 3, more so than predictors from grade 3.
These findings, although based on informal analyses not intended to substitute for validated assessments of disposition, support the notions that distinct aspects of dispositions towards math emerge in early childhood, are revealed through casual discourse, and are predictive of later math achievement outcomes.
This further supports current interests in developing formal measures of academic disposition in early childhood.
American Psychological Association (APA)
Mazzocco, Michèle M. M.& Hanich, Laurie B.& Noeder, Maia M.. 2012. Primary School Age Students' Spontaneous Comments about Math Reveal Emerging Dispositions Linked to Later Mathematics Achievement. Child Development Research،Vol. 2012, no. 2012, pp.1-12.
https://search.emarefa.net/detail/BIM-451474
Modern Language Association (MLA)
Mazzocco, Michèle M. M.…[et al.]. Primary School Age Students' Spontaneous Comments about Math Reveal Emerging Dispositions Linked to Later Mathematics Achievement. Child Development Research No. 2012 (2012), pp.1-12.
https://search.emarefa.net/detail/BIM-451474
American Medical Association (AMA)
Mazzocco, Michèle M. M.& Hanich, Laurie B.& Noeder, Maia M.. Primary School Age Students' Spontaneous Comments about Math Reveal Emerging Dispositions Linked to Later Mathematics Achievement. Child Development Research. 2012. Vol. 2012, no. 2012, pp.1-12.
https://search.emarefa.net/detail/BIM-451474
Data Type
Journal Articles
Language
English
Notes
Includes bibliographical references
Record ID
BIM-451474