TY - JOUR
T1 - Exploring Growth Trajectories of Informal and Formal Mathematics Skills Among Prekindergarten Children Struggling With Mathematics
AU - Namkung, Jessica M.
AU - Peng, Peng
AU - Goodrich, J. Marc
AU - Molfese, Victoria
N1 - Funding Information:
The author(s) disclosed receipt of the following financial support for the research, authorship, and/or publication of this article: This research was supported in part by Grant R215R000023 from the U.S. Department of Education to the last author and by the University of Louisville.
Publisher Copyright:
© Hammill Institute on Disabilities 2018.
PY - 2019/5/1
Y1 - 2019/5/1
N2 - Growth in two subscales, Informal and Formal Mathematics Skills, of the Test of Early Mathematics Abilitity–3 (TEMA-3) was explored in a sample of 281 children. Children were identified as either typically developing (TYP; n = 205) or having mathematics difficulties (MD; n = 76) based on their total TEMA-3 score at the end of prekindergarten. Their average level of informal and formal mathematics skills, growth rate over time, and rate of acceleration of growth were estimated using conventional growth modeling while controlling for the effects of gender. Results indicated that children with MD had significantly lower informal and formal mathematics knowledge than did TYP children at the end of kindergarten. However, for informal mathematics skills, children with MD grew at a significantly faster rate than did TYP children, and the rate of acceleration was also significantly faster for children with MD. In contrast, both the rate of growth and acceleration of growth in formal mathematics skills were significantly faster for TYP children than they were for children with MD. Implications for early MD identification and interventions are discussed.
AB - Growth in two subscales, Informal and Formal Mathematics Skills, of the Test of Early Mathematics Abilitity–3 (TEMA-3) was explored in a sample of 281 children. Children were identified as either typically developing (TYP; n = 205) or having mathematics difficulties (MD; n = 76) based on their total TEMA-3 score at the end of prekindergarten. Their average level of informal and formal mathematics skills, growth rate over time, and rate of acceleration of growth were estimated using conventional growth modeling while controlling for the effects of gender. Results indicated that children with MD had significantly lower informal and formal mathematics knowledge than did TYP children at the end of kindergarten. However, for informal mathematics skills, children with MD grew at a significantly faster rate than did TYP children, and the rate of acceleration was also significantly faster for children with MD. In contrast, both the rate of growth and acceleration of growth in formal mathematics skills were significantly faster for TYP children than they were for children with MD. Implications for early MD identification and interventions are discussed.
KW - formal mathematics skills
KW - informal mathematics skills
KW - mathematics difficulties
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U2 - 10.1177/0731948718786030
DO - 10.1177/0731948718786030
M3 - Article
AN - SCOPUS:85050180054
VL - 42
SP - 80
EP - 91
JO - Learning Disability Quarterly
JF - Learning Disability Quarterly
SN - 0731-9487
IS - 2
ER -