Developmental variation, sociocultural influences, and difficulties in mathematics

Authors

  • National Research Council of the National Academies Washington, D.C. , Washington, D.C.

DOI:

https://doi.org/10.24197/edmain.2.2014.1-22

Keywords:

Learning difficulties in mathematics, Differences in mathematics performance, Early Childhood, Ethnicity, Gender, Language, Mathematics, Race, Socioeconomic status

Abstract

There is evidence that most children bring foundational resources and knowledge about mathematics to school. However, this is not the whole story. Research findings reveal enormous discrepancies in young children’s levels of mathematics competence, and these discrepancies appear to be larger in the United States than they are in some other countries (e.g., China) (Starkey and Klein, 2008). This chapter describes the kinds of differences that exist and reviews what is known about the nature and sources of developmental variations among children.

Downloads

Download data is not yet available.

Downloads

Published

2014-12-30

Issue

Vol. 3 No. 2 (2014)

Section

Articles

License

The articles published at Edma 0-6: Childhood Mathematics Education will have a Creative Commons Attribution 4.0 International License (CC BY 4.0).

The journal allows the authors to retain publishing rights. Authors may reprint their articles in other media without having to request authorization, provided they indicate that the article was originally published in Título de la revista.

How to Cite

Developmental variation, sociocultural influences, and difficulties in mathematics. (2014). Edma 0-6: Educación Matemática En La Infancia, 3(2), 1-22. https://doi.org/10.24197/edmain.2.2014.1-22