Journalartikel

Jahr der Veröffentlichung: 2011

Seiten: 228-242

Zeitschrift: German Journal of Developmental and Educational Psychology

Bandnummer: 43

Heftnummer: 4

ISSN: 0049-8637

DOI Link: https://doi.org/10.1026/0049-8637/a000055

Verlag: Hogrefe

Abstract: 
One major goal of the current study was to demonstrate that recent model conceptions of the development of basic quantity-number competencies are not only valid for kindergarten and primary school grades, but maybe assigned to secondary school education. The second goal of the study was to introduce a further potentially important and fundamental mathematical skill, which is referred to as knowledge of mathematical conventions and rules and which is not discussed as a separate domain of competency in the literature available to date. The relevance of the two basic domains of mathematical abilities is derived from theoretical models of educational psychology and cognitive sciences. Based on a sample of 1,782 scholars we found that both skill domains show substantial increases from grade 5 to 9. Although they represent rather fundamental mathematical skill domains, a total of 67% of the variance in mathematical achievement in grade 9 could be explained by taking into account these two variables.

Harvard-Zitierstil: Ennemoser, M., Krajewski, K. and Schmidt, S. (2011) Development and importance of quantity-number competencies and basic knowledge of mathematical conventions and rules in grades 5 to 9, German Journal of Developmental and Educational Psychology, 43(4), pp. 228-242. https://doi.org/10.1026/0049-8637/a000055

APA-Zitierstil: Ennemoser, M., Krajewski, K., & Schmidt, S. (2011). Development and importance of quantity-number competencies and basic knowledge of mathematical conventions and rules in grades 5 to 9. German Journal of Developmental and Educational Psychology. 43(4), 228-242. https://doi.org/10.1026/0049-8637/a000055