How do socioeconomic attainment gaps in early mathematical ability arise?     

Ella James-Brabham  Toni Loveridge  Francesco Sella  Paul Wakeling  Daniel J. Carroll  Emma Blakey 《Child development》2023,94(6):1550-1565

Socioeconomic attainment gaps in mathematical ability are evident before children begin school, and widen over time. Little is known about why early attainment gaps emerge. Two cross-sectional correlational studies were conducted in 2018–2019 with socioeconomically diverse preschoolers, to explore four factors that might explain why attainment gaps arise: working memory, inhibitory control, verbal ability, and frequency of home mathematical activities (N = 304, 54% female; 84% White, 10% Asian, 1% black African, 1% Kurdish, 4% mixed ethnicity). Inhibitory control and verbal ability emerged as indirect factors in the relation between socioeconomic status and mathematical ability, but neither working memory nor home activities did. We discuss the implications this has for future research to understand, and work towards narrowing attainment gaps.  相似文献   

The Performance Improvement Journey     

Ingrid Guerra‐Lpez 《Performance Improvement Quarterly》2016,29(3):197-200

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A Performance Vantage Point     

Ingrid Guerra‐Lpez 《Performance Improvement Quarterly》2014,27(1):3-4

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Managing the Performance System     

Ingrid Guerra‐Lpez 《Performance Improvement Quarterly》2014,26(4):3-4

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Evaluation as a Vital Generator of Performance Evidence … and Value     

Ingrid Guerra‐Lpez 《Performance Improvement Quarterly》2014,27(3):3-5

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The Effects of Concreteness on Mathematical Manipulative Choice     

Megan Foulkes  Francesco Sella  Theresa Elise Wege  Camilla Gilmore 《Mind, Brain, and Education》2023,17(3):185-196

There is mixed evidence as to whether concrete manipulatives (e.g., toy animals) are better than abstract manipulatives (e.g., counters) for teaching mathematical concepts to children. Concreteness is defined as the amount of extraneous information a manipulative provides, and in this study we aimed to unpick which dimensions of concreteness influence manipulative choice. Researchers, teachers, and parents completed a comparative judgment task comparing images of manipulatives varying in different dimensions of concreteness, selecting which they would choose to teach arithmetic to children. The findings indicated homogeneous, 3-dimensional manipulatives were the most preferred across all groups to teach arithmetic to children, regardless of more extraneous features. This contradicts research recommendations to minimize the use of concrete manipulatives due to their distractive qualities. Instead, it suggests that some concrete features may be preferred in more naturalistic contexts. More research is required to investigate how different dimensions of concreteness influence learning outcomes for children both in artificial research contexts and in practice.  相似文献