| Title: |
'Groupitizing' Reflects Conceptual Developments in Math Cognition and Inequities in Math Achievement from Childhood through Adolescence |
| Language: |
English |
| Authors: |
Guillaume, Mathieu (ORCID 0000-0002-6173-4687); Roy, Ethan (ORCID 0000-0002-4956-2237); Van Rinsveld, Amandine (ORCID 0000-0001-7130-2469); Starkey, Gillian S. (ORCID 0000-0002-3229-9161); Uncapher, Melina R. (ORCID 0000-0001-6732-4833); McCandliss, Bruce D. (ORCID 0000-0001-9393-3421) |
| Source: |
Child Development. Mar-Apr 2023 94(2):335-347. |
| Availability: |
Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us |
| Peer Reviewed: |
Y |
| Page Count: |
13 |
| Publication Date: |
2023 |
| Sponsoring Agency: |
National Science Foundation (NSF) |
| Contract Number: |
NSFSLCN1540854 |
| Document Type: |
Journal Articles; Reports - Research |
| Education Level: |
Elementary Education; Grade 8; Junior High Schools; Middle Schools; Secondary Education |
| Descriptors: |
Concept Formation; Child Development; Schemata (Cognition); Mathematics Skills; Cognitive Processes; Mathematics Achievement; Grouping (Instructional Purposes); Elementary School Students; Middle School Students; Predictor Variables; Mathematical Concepts; Numeracy; Equal Education; Socioeconomic Status |
| DOI: |
10.1111/cdev.13859 |
| ISSN: |
0009-3920; 1467-8624 |
| Abstract: |
Understanding the cognitive processes central to mathematical development is crucial to addressing systemic inequities in math achievement. We investigate the "Groupitizing" ability in 1209 third to eighth graders (mean age at first timepoint = 10.48, 586 girls, 39.16% Asian, 28.88% Hispanic/Latino, 18.51% White), a process that captures the ability to use grouping cues to access the exact value of a set. Groupitizing improves each year from late childhood to early adolescence (d = 3.29), is a central predictor of math achievement (beta weight = 0.30), is linked to conceptual processes in mathematics (minimum d = 0.69), and helps explain the dynamic between the ongoing development of non-symbolic number concepts, systemic educational inequities in school associated with SES, and mathematics achievement (minimum beta weight = 0.11) in ways that explicit symbolic measures may miss. [This article was written with the Project iLead Consortium.] |
| Abstractor: |
As Provided |
| Entry Date: |
2023 |
| Accession Number: |
EJ1368017 |
| Database: |
ERIC |