TY - JOUR
T1 - Pathways of number line development in children
T2 - Predictors and risk for adverse mathematical outcome
AU - Friso-van den Bos, Ilona
AU - van Luit, Johannes E H
AU - Kroesbergen, Evelyn H.
AU - Xenidou-Dervou, Iro
AU - van Lieshout, Ernest C D M
AU - van der Schoot, Menno
AU - Jonkman, Lisa M.
PY - 2015
Y1 - 2015
N2 - 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.
AB - 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.
KW - Development
KW - Dyscalculia
KW - Mathematics
KW - Number line
KW - Working memory
UR - http://www.scopus.com/inward/record.url?scp=84939158450&partnerID=8YFLogxK
U2 - 10.1027/2151-2604/a000210
DO - 10.1027/2151-2604/a000210
M3 - Article
AN - SCOPUS:84939158450
SN - 2190-8370
VL - 223
SP - 120
EP - 128
JO - Zeitschrift für Psychologie
JF - Zeitschrift für Psychologie
IS - 2
ER -