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Keys to the Gate? Equal Sign Knowledge at Second Grade Predicts Fourth‐Grade Algebra Competence
Author(s) -
Matthews Percival G.,
Fuchs Lynn S.
Publication year - 2018
Publication title -
child development
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 3.103
H-Index - 257
eISSN - 1467-8624
pISSN - 0009-3920
DOI - 10.1111/cdev.13144
Subject(s) - competence (human resources) , mathematics education , sign (mathematics) , psychology , algebra over a field , knowledge level , algebraic number , mathematics , pure mathematics , social psychology , mathematical analysis
Algebraic competence is a major determinant of college access and career prospects, and equal sign knowledge is taken to be foundational to algebra knowledge. However, few studies have documented a causal effect of early equal sign knowledge on later algebra skill. This study assessed whether second‐grade students’ equal sign knowledge prospectively predicts their fourth‐grade algebra knowledge, when controlling for demographic and individual difference factors. Children ( N = 177; M age = 7.61) were assessed on a battery of tests in Grade 2 and on algebraic knowledge in Grade 4. Second‐grade equal sign knowledge was a powerful predictor of these algebraic skills. Findings are discussed in terms of the importance of foregrounding equal sign knowledge to promote effective pedagogy and educational equity.