Foundations of Mathematics Achievement: Instructional Practices and Diverse Kindergarten Students
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| Title: | Foundations of Mathematics Achievement: Instructional Practices and Diverse Kindergarten Students |
|---|---|
| Language: | English |
| Authors: | Bottia, Martha Cecilia, Moller, Stephanie, Mickelson, Roslyn Arlin, Stearns, Elizabeth |
| Source: | Elementary School Journal. Sep 2014 115(1):124-150. |
| Availability: | University of Chicago Press. Journals Division, P.O. Box 37005, Chicago, IL 60637. Tel: 877-705-1878; Tel: 773-753-3347; Fax: 877-705-1879; Fax: 773-753-0811; e-mail: subscriptions@press.uchicago.edu; Web site: http://www.press.uchicago.edu |
| Peer Reviewed: | Y |
| Page Count: | 27 |
| Publication Date: | 2014 |
| Sponsoring Agency: | Institute of Education Sciences (ED) |
| Contract Number: | R305A100822 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Kindergarten Primary Education Early Childhood Education |
| Descriptors: | Teaching Methods, Mathematics Instruction, Kindergarten, Student Diversity, Correlation, Socioeconomic Status, Mathematics Achievement, School Readiness, Racial Differences, Ethnic Groups, African American Students, Hispanic American Students, White Students, Asian American Students, Hypothesis Testing, Longitudinal Studies, Item Response Theory, Scores, Predictor Variables, Statistical Analysis |
| Assessment and Survey Identifiers: | Early Childhood Longitudinal Survey |
| DOI: | 10.1086/676950 |
| ISSN: | 0013-5984 |
| Abstract: | Analyzing Early Childhood Longitudinal Survey--Kindergarten (ECLS-K) data, we examine how exposure to instructional practices influences math test scores at the end of kindergarten for children from different racial/ethnic and socioeconomic backgrounds, and for children with different levels of math skills at kindergarten entry. We also analyze the relationship between socioeconomic background and math academic readiness within racial/ethnic categories. Our results demonstrate that race/ethnicity and levels of math academic readiness moderate the relationship between instructional practices and math achievement. While we find that interactive group activities enhance students' mathematics achievement in kindergarten and that drills enhance math academic achievement of students with high math academic preparedness in kindergarten, we also find that use of manipulatives as well as music and movement have significant negative effects on mathematics achievement of Black students. Given the importance of kindergarten for launching children onto successful academic trajectories, the findings have implications for addressing racial/ethnic and socioeconomic status gaps in mathematics achievement. |
| Abstractor: | As Provided |
| Number of References: | 67 |
| IES Funded: | Yes |
| Entry Date: | 2014 |
| Accession Number: | EJ1035691 |
| Database: | ERIC |
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| Abstract: | Analyzing Early Childhood Longitudinal Survey--Kindergarten (ECLS-K) data, we examine how exposure to instructional practices influences math test scores at the end of kindergarten for children from different racial/ethnic and socioeconomic backgrounds, and for children with different levels of math skills at kindergarten entry. We also analyze the relationship between socioeconomic background and math academic readiness within racial/ethnic categories. Our results demonstrate that race/ethnicity and levels of math academic readiness moderate the relationship between instructional practices and math achievement. While we find that interactive group activities enhance students' mathematics achievement in kindergarten and that drills enhance math academic achievement of students with high math academic preparedness in kindergarten, we also find that use of manipulatives as well as music and movement have significant negative effects on mathematics achievement of Black students. Given the importance of kindergarten for launching children onto successful academic trajectories, the findings have implications for addressing racial/ethnic and socioeconomic status gaps in mathematics achievement. |
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| ISSN: | 0013-5984 |
| DOI: | 10.1086/676950 |
