Investigating Children's Mathematics Readiness

Autor/inn/en	Lee, Joohi; Autry, Mary Murray; Fox, Jill; Williams, Cynthia
Titel	Investigating Children's Mathematics Readiness
Quelle	In: Journal of Research in Childhood Education, 22 (2008) 3, S.316 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0256-8543
Schlagwörter	Scores; Family Income; Kindergarten; School Readiness; Mathematics Education; Young Children; Racial Differences; Gender Differences; Socioeconomic Influences; Whites; African Americans; Hispanic Americans; Asian Americans; Preschool Education; Texas + Suchen Sie Ihr Suchwort? Familieneinkommen; Readiness for school; School ability; Schulreife; Mathematische Bildung; Frühe Kindheit; Rassenunterschied; Geschlechterkonflikt; Sozioökonomischer Faktor; White; Weißer; Afroamerikaner; Hispanic; Hispanoamerikaner; Asian immigrant; United States; Asiatischer Einwanderer; USA; Pre-school education; Vorschulerziehung
Abstract	A sample of 244 children (average age: 61 months) and their parents from the Dallas and Fort Worth (DFW) metroplex area in Texas were surveyed to investigate children's mathematics readiness. This study was conducted as part of a project funded by a local child care council, composed of business, civic, and education leaders in the community. The study investigated children's mathematics readiness associated with demographic information (family income, race/ethnicity, and gender) and pre-kindergarten experiences. Major findings of this study were: (1) children from higher family incomes scored higher on mathematics readiness assessments than children from lower family incomes; (2) among four major ethnic groups of children, white children scored higher on mathematics readiness assessment than the other racial/ethnic groups (African American, Hispanic, and Asian students); (3) children without pre-kindergarten experiences outperformed children who had pre-kindergarten experiences; and (4) there was no gender gap found in mathematics readiness scores. (Contains 14 tables.) (As Provided).
Anmerkungen	Association for Childhood Education International. 17904 Georgia Avenue Suite 215, Olney, MD 20832. Tel: 800-423-3563; Tel: 301-570-2111; Fax: 301-570-2212; e-mail: headquarters@acei.org; Web site: http://www.acei.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10