Early Predictors of High School Mathematics Achievement

被引：439

作者：

Siegler, Robert S. ^{[1
]}

Duncan, Greg J. ^{[2
]}

Davis-Kean, Pamela E. ^{[3
,4
]}

Duckworth, Kathryn ^{[5
]}

Claessens, Amy ^{[6
]}

Engel, Mimi ^{[7
]}

Susperreguy, Maria Ines ^{[3
,4
]}

Chen, Meichu ^{[4
]}

机构：

[1] Carnegie Mellon Univ, Dept Psychol, Pittsburgh, PA 15213 USA

[2] Univ Calif Irvine, Dept Educ, Irvine, CA USA

[3] Univ Michigan, Dept Psychol, Ann Arbor, MI 48109 USA

[4] Univ Michigan, Inst Social Res, Ann Arbor, MI 48109 USA

[5] Univ London, Inst Educ, London WC1E 7HU, England

[6] Univ Chicago, Dept Publ Policy, Chicago, IL 60637 USA

[7] Vanderbilt Univ, Dept Publ Policy & Educ, Nashville, TN USA

来源：

PSYCHOLOGICAL SCIENCE | 2012年 / 23卷 / 07期

基金：

美国国家科学基金会;

关键词：

mathematics achievement; cognitive development; childhood development; fractions; division;

D O I：

10.1177/0956797612440101

中图分类号：

B84 [心理学];

学科分类号：

04 ; 0402 ;

摘要：

Identifying the types of mathematics content knowledge that are most predictive of students' long-term learning is essential for improving both theories of mathematical development and mathematics education. To identify these types of knowledge, we examined long-term predictors of high school students' knowledge of algebra and overall mathematics achievement. Analyses of large, nationally representative, longitudinal data sets from the United States and the United Kingdom revealed that elementary school students' knowledge of fractions and of division uniquely predicts those students' knowledge of algebra and overall mathematics achievement in high school, 5 or 6 years later, even after statistically controlling for other types of mathematical knowledge, general intellectual ability, working memory, and family income and education. Implications of these findings for understanding and improving mathematics learning are discussed.

引用

页码：691 / 697

页数：7

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