Early predictors of high school mathematics achievement.
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.
Carnegie Mellon University–Psychology, 5000 Forbes Ave., Pittsburgh, PA 15213, USA. rs7k@andrew.cmu.edu
Robert S
RS
Siegler
Greg J
GJ
Duncan
Pamela E
PE
Davis-Kean
Kathryn
K
Duckworth
Amy
A
Claessens
Mimi
M
Engel
Maria Ines
MI
Susperreguy
Meichu
M
Chen
D000124:Achievement; D000293:Adolescent; D041923:Adolescent Development / Q000502:physiology; D002648:Child; D002657:Child Development / Q000502:physiology; D003071:Cognition / Q000502:physiology*; D005260:Female; D006801:Humans; D008137:Longitudinal Studies; D008297:Male; D055641:Mathematical Concepts; D008433:Mathematics / Q000193:education*; D011237:Predictive Value of Tests; D011340:Problem Solving / Q000502:physiology; D011581:Psychological Tests; D012574:Schools / Q000458:organization & administration*; D013997:Time Factors; D006113:United Kingdom; D014481:United States