|Photo: Joan Brasher|
|Early math skills inform later achievement, according to a new Vanderbilt study. |
The findings suggest that educators and school administrators should consider which areas of math study they shift attention to as they develop curricula for the early years.
|Photo: Rittle-Johnson (Vanderbilt)|
Common Core content standards for school math include shape but not patterning knowledge, and they focus little on comparing quantities. Since patterning skills in the early years predicted math achievement in fifth grade in this study, Rittle-Johnson and her co-authors suggest that teachers and parents engage young children in activities that help them find, extend and discuss predictable sequences in objects (patterns) and compare quantities, without needing to count, such as estimating who has more pennies or more Halloween candy.
A next important step will be to systematically vary how much of this content young children receive and look at their math achievement over time.
Professor Bethany Rittle-Johnson talks about the genesis of her research interests, and why Peabody is the ideal fit for students.
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Source: Vanderbilt University News and Vanderbilt University Channel (YouTube)