Grade one single-digit addition strategies as predictors of grade four achievement in mathematics

Pernille Bødtker Sunde; Bert De Smedt; Lieven Verschaffel; Peter Sunde

doi:10.1007/s10212-023-00761-x

Grade one single-digit addition strategies as predictors of grade four achievement in mathematics

Pernille Bødtker Sunde^*, Bert De Smedt, Lieven Verschaffel, Peter Sunde

^*Corresponding author for this work

Department of Ecoscience - Wildlife Ecology

Research output: Contribution to journal/Conference contribution in journal/Contribution to newspaper › Journal article › Research › peer-review

1 Citation (Scopus)

Abstract

Early detection of and relevant information on children’s mathematical difficulties is important to initiate targeted teaching and intervention. This study investigated the extent to which strategy use in single-digit addition provides additional predictive information about 61 grade one children’s (6-year-old) mathematical achievement 3 years later that is not available from a standardised mathematics achievement test. Four predictors available in year one (arithmetic strategy use, mathematical achievement, non-verbal reasoning skills and sex) explained 54% of the variation in grade four mathematics achievement. Arithmetic strategy use was the most important single predictor of year four mathematics achievement (R² = 30%) and explained an additional 12% variation if added to a model comprised by the three other year one predictors. This result suggests that systematically obtained measures of how young children solve single-digit arithmetic problems might provide useful information about their foundational number knowledge, which in turn may reveal how well they achieve later in school.

Original language	English
Journal	European Journal of Psychology of Education
Volume	39
Issue	3
Pages (from-to)	2083-2103
Number of pages	21
ISSN	0256-2928
DOIs	https://doi.org/10.1007/s10212-023-00761-x
Publication status	Published - Sept 2024

Keywords

Addition
Arithmetic strategies
Counting
Early predictors
Mathematics achievement

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10.1007/s10212-023-00761-xLicence: CC BY

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title = "Grade one single-digit addition strategies as predictors of grade four achievement in mathematics",

abstract = "Early detection of and relevant information on children{\textquoteright}s mathematical difficulties is important to initiate targeted teaching and intervention. This study investigated the extent to which strategy use in single-digit addition provides additional predictive information about 61 grade one children{\textquoteright}s (6-year-old) mathematical achievement 3 years later that is not available from a standardised mathematics achievement test. Four predictors available in year one (arithmetic strategy use, mathematical achievement, non-verbal reasoning skills and sex) explained 54% of the variation in grade four mathematics achievement. Arithmetic strategy use was the most important single predictor of year four mathematics achievement (R2 = 30%) and explained an additional 12% variation if added to a model comprised by the three other year one predictors. This result suggests that systematically obtained measures of how young children solve single-digit arithmetic problems might provide useful information about their foundational number knowledge, which in turn may reveal how well they achieve later in school.",

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Grade one single-digit addition strategies as predictors of grade four achievement in mathematics. / Sunde, Pernille Bødtker; De Smedt, Bert; Verschaffel, Lieven et al.
In: European Journal of Psychology of Education, Vol. 39, No. 3, 09.2024, p. 2083-2103.

Research output: Contribution to journal/Conference contribution in journal/Contribution to newspaper › Journal article › Research › peer-review

TY - JOUR

T1 - Grade one single-digit addition strategies as predictors of grade four achievement in mathematics

AU - Sunde, Pernille Bødtker

AU - De Smedt, Bert

AU - Verschaffel, Lieven

AU - Sunde, Peter

N1 - Publisher Copyright: © The Author(s) 2023.

PY - 2024/9

Y1 - 2024/9

N2 - Early detection of and relevant information on children’s mathematical difficulties is important to initiate targeted teaching and intervention. This study investigated the extent to which strategy use in single-digit addition provides additional predictive information about 61 grade one children’s (6-year-old) mathematical achievement 3 years later that is not available from a standardised mathematics achievement test. Four predictors available in year one (arithmetic strategy use, mathematical achievement, non-verbal reasoning skills and sex) explained 54% of the variation in grade four mathematics achievement. Arithmetic strategy use was the most important single predictor of year four mathematics achievement (R2 = 30%) and explained an additional 12% variation if added to a model comprised by the three other year one predictors. This result suggests that systematically obtained measures of how young children solve single-digit arithmetic problems might provide useful information about their foundational number knowledge, which in turn may reveal how well they achieve later in school.

AB - Early detection of and relevant information on children’s mathematical difficulties is important to initiate targeted teaching and intervention. This study investigated the extent to which strategy use in single-digit addition provides additional predictive information about 61 grade one children’s (6-year-old) mathematical achievement 3 years later that is not available from a standardised mathematics achievement test. Four predictors available in year one (arithmetic strategy use, mathematical achievement, non-verbal reasoning skills and sex) explained 54% of the variation in grade four mathematics achievement. Arithmetic strategy use was the most important single predictor of year four mathematics achievement (R2 = 30%) and explained an additional 12% variation if added to a model comprised by the three other year one predictors. This result suggests that systematically obtained measures of how young children solve single-digit arithmetic problems might provide useful information about their foundational number knowledge, which in turn may reveal how well they achieve later in school.

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KW - Arithmetic strategies

KW - Counting

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Grade one single-digit addition strategies as predictors of grade four achievement in mathematics

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Keywords

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