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Psychol Sci. 2012 Jul 1;23(7):691-7. doi: 10.1177/0956797612440101. Epub 2012 Jun 14.

Early predictors of high school mathematics achievement.

Author information

1
Carnegie Mellon University–Psychology, 5000 Forbes Ave., Pittsburgh, PA 15213, USA. rs7k@andrew.cmu.edu

Erratum in

  • Psychol Sci. 2012 Oct 1;23(10):1271.

Abstract

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.

PMID:
22700332
DOI:
10.1177/0956797612440101
[Indexed for MEDLINE]

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