← Search

Psychological Science Vol. 23 No. 7 2012

Early Predictors of High School Mathematics Achievement

Robert S. Siegler1; Greg J. Duncan2; Pamela E. Davis-Kean3,4; Kathryn Duckworth5; Amy Claessens6; Mimi Engel7; Maria Ines Susperreguy3,4; Meichu Chen4

1 Department of Psychology, Carnegie Mellon University · 2 Department of Education, University of California, Irvine · 3 Department of Psychology, University of Michigan · 4 Institute for Social Research, University of Michigan · 5 Quantitative Social Science, Institute of Education, University of London · 6 Department of Public Policy, University of Chicago · 7 Department of Public Policy and Education, Vanderbilt University

Abstract

Identifying the types of mathematics content knowledge that are most predictive of students' long-term learning is essential for improving both theories of mathematical development and mathematics education. To identify these types of knowledge, we examined long-term predictors of high school students' knowledge of algebra and overall mathematics achievement. Analyses of large, nationally representative, longitudinal data sets from the United States and the United Kingdom revealed that elementary school students' knowledge of fractions and of division uniquely predicts those students' knowledge of algebra and overall mathematics achievement in high school, 5 or 6 years later, even after statistically controlling for other types of mathematical knowledge, general intellectual ability, working memory, and family income and education. Implications of these findings for understanding and improving mathematics learning are discussed.

DOI
10.1177/0956797612440101
Volume
23
Issue
7
Pages
691-697
Language
en
Sources
crossref openalex

Cite