Studies have indicated that early literacy (EL) and early numeracy (EN) competencies are strong predictors of later mathematical performance in school. Data from IEA’s Trends in International Mathematics and Science Study (TIMSS) 2019, together with comprehensive exploration of regional similarities and differences between education systems, confirm that students’ preschool EL and EN competencies are important predictors of mathematics achievement among grade four students from the Dinaric region. This applies for all content domains specified in the TIMSS 2019 mathematics framework: numbers, measurement and geometry, and data. Although TIMSS 2019 parental reports for the different EL and EN tasks varied considerably across the region, children in the Dinaric region who could recognize letters, write numbers, or count independently before starting school tended to achieve higher scores on the mathematics tasks in TIMSS 2019. This confirms that EL and EN skills have a strong relationshi...p with later school outcomes in mathematics. Recognition of these findings could provide the basis for changes in the preschool curriculum and further development of programs for parents/guardians on numeracy development.
Keywords:
early literacy / early numeracy / grade four education / international large-scale assessments (ILSA) / mathematics achievement / parental reports / trends in International mathematics and science study (TIMSS)
TY - CHAP
AU - Džumhur, Ženeta
AU - Ševa, Nada
AU - Rožman, Mojca
PY - 2022
UR - http://ipir.ipisr.org.rs/handle/123456789/700
AB - Studies have indicated that early literacy (EL) and early numeracy (EN) competencies are strong predictors of later mathematical performance in school. Data from IEA’s Trends in International Mathematics and Science Study (TIMSS) 2019, together with comprehensive exploration of regional similarities and differences between education systems, confirm that students’ preschool EL and EN competencies are important predictors of mathematics achievement among grade four students from the Dinaric region. This applies for all content domains specified in the TIMSS 2019 mathematics framework: numbers, measurement and geometry, and data. Although TIMSS 2019 parental reports for the different EL and EN tasks varied considerably across the region, children in the Dinaric region who could recognize letters, write numbers, or count independently before starting school tended to achieve higher scores on the mathematics tasks in TIMSS 2019. This confirms that EL and EN skills have a strong relationship with later school outcomes in mathematics. Recognition of these findings could provide the basis for changes in the preschool curriculum and further development of programs for parents/guardians on numeracy development.
PB - Springer Nature
T2 - IEA Research for Education
T1 - Early Literacy and Numeracy Competencies: Predictors of Mathematics Achievement in the Dinaric Region
EP - 122
SP - 101
VL - 13
DO - https://doi.org/10.1007/978-3-030-85802-5_5
ER -
@inbook{
author = "Džumhur, Ženeta and Ševa, Nada and Rožman, Mojca",
year = "2022",
abstract = "Studies have indicated that early literacy (EL) and early numeracy (EN) competencies are strong predictors of later mathematical performance in school. Data from IEA’s Trends in International Mathematics and Science Study (TIMSS) 2019, together with comprehensive exploration of regional similarities and differences between education systems, confirm that students’ preschool EL and EN competencies are important predictors of mathematics achievement among grade four students from the Dinaric region. This applies for all content domains specified in the TIMSS 2019 mathematics framework: numbers, measurement and geometry, and data. Although TIMSS 2019 parental reports for the different EL and EN tasks varied considerably across the region, children in the Dinaric region who could recognize letters, write numbers, or count independently before starting school tended to achieve higher scores on the mathematics tasks in TIMSS 2019. This confirms that EL and EN skills have a strong relationship with later school outcomes in mathematics. Recognition of these findings could provide the basis for changes in the preschool curriculum and further development of programs for parents/guardians on numeracy development.",
publisher = "Springer Nature",
journal = "IEA Research for Education",
booktitle = "Early Literacy and Numeracy Competencies: Predictors of Mathematics Achievement in the Dinaric Region",
pages = "122-101",
volume = "13",
doi = "https://doi.org/10.1007/978-3-030-85802-5_5"
}
Džumhur, Ž., Ševa, N.,& Rožman, M.. (2022). Early Literacy and Numeracy Competencies: Predictors of Mathematics Achievement in the Dinaric Region. in IEA Research for Education
Springer Nature., 13, 101-122.
https://doi.org/https://doi.org/10.1007/978-3-030-85802-5_5
Džumhur Ž, Ševa N, Rožman M. Early Literacy and Numeracy Competencies: Predictors of Mathematics Achievement in the Dinaric Region. in IEA Research for Education. 2022;13:101-122.
doi:https://doi.org/10.1007/978-3-030-85802-5_5 .
Džumhur, Ženeta, Ševa, Nada, Rožman, Mojca, "Early Literacy and Numeracy Competencies: Predictors of Mathematics Achievement in the Dinaric Region" in IEA Research for Education, 13 (2022):101-122,
https://doi.org/https://doi.org/10.1007/978-3-030-85802-5_5 . .
