The effects of number knowledge at school entry on subsequent number development: A five-year longitudinal study
Horne, M. (2005). The effects of number knowledge at school entry on subsequent number development: A five-year longitudinal study. 2P. Clarkson, A. Downton, D. Gronn. 443-450. Melbourne, Australia: Mathematics Education Research Group of Australasia. Retrieved from https://merga.net.au/Public/Publications/Annual_Conference_Proceedings/2005_MERGA_CP.aspx
A sample of 572 children from 70 schools was assessed for number knowledge at the beginning of schooling and at the end of each year for the first five years of school During the five years children’s mathematical understanding developed at different rates and many moved position relative to their peers While just under two thirds of the students who began with their number understanding below the median were still below the median at the end of Grade Four (the fifth year of school), this means about a third moved from the lower group to the upper half of the class Nearly 13% had moved into the upper quartile, demonstrating that mathematical behaviour on entry to school was not necessarily the strong predictor of future performance as has been shown in other studies.
School of Education
Open Access Conference Paper