ManyNumbers 3: A Multi-Lab Study of Demographic Correlates of Early Number Knowledge.
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Yu Yanfei, Barner David, Mejia Miguel, Jung Suji, Maheshwari Urvi, Gunderson Elizabeth A, Fyfe Emily, Duru Leslie Amarachi, Abreu-Mendoza Roberto A, Boni Isabelle, Cordes Sara, Dhaliwal Tania, Feigenson Lisa, Lu Anna, Hyde Daniel C, Izard Véronique, Kibbe Melissa, Mbarki Rahma, Libertus Melissa, Arevalo-Jaimes Yesenia, Sullivan Jessica, Fiber Zoey, vanMarle Kristy, Asmuth Jennifer, Berch Daniel B, Huang Grace, Jirout Jamie, Hutchins Natalie, Kling Karina, Levine Susan C, Boyer Ty W, Braithwaite David, Brannon Elizabeth, Brez Caitlin, Byers-Heinlein Krista, Lew-Williams Casey, Casey Kennedy, Chen Keting, Demir-Lira Ece, Cook Susan Wagner, Davis-Kean Pamela E, DePascale Mary, Eisenberg Allison, Wang Jinjing Jenny, Hurst Michelle A, Martino Amanda, Feiman Roman, Flaherty Molly, Foucault Deborah, Park Joonkoo, Frank Michael C, Hartford Josie, Friend Margaret, Yu Steven, Gibson Dominic J, Hoffman Mikka, Harris Morgan, Miller Stephanie E, Hund Alycia M, Lorenz Megan, Miyahara Amy, Otuonye Chineme Jane, Luna Michelle, McNeil Nicole M, Matthews Percival, Park Sangmi, Yamoah Abenaa, Mattox Nicholas, Pruden Shannon, Mogan Alexa, Rittle-Johnson Bethany, Msall Camille, Wilkey Eric, Myers Lauren J, Narasimhan Bhuvana, Opfer John, Zhang Yujia, Ramani Geetha, Ribner Andy, Richland Lindsey, Rose Ella, Scalise Nicole R, Shusterman Anna, Spelke Elizabeth, Snedeker Jesse, Wang Yiqiao, Soylu Firat, Stahl Aimee, Thompson Clarissa, Tillman Katharine, Wagner Jennifer, Weaver Joanna
Аннотация
Large scale studies have documented socioeconomic (SES) and racial/ethnic disparities in children's standardized math achievement at kindergarten entry. These early math skills predict future mathematics achievement and career success. However, limited research has been conducted using large sample sizes to understand how SES and race/ethnicity are related to children's numerical skills at even younger ages. The current study aims to investigate sociodemographic variability in three fundamental areas of early numeracy: nonverbal numerosity discrimination, rote counting, and cardinal number word knowledge. In addition, we will examine if the relations between numerical skills might be explained by their shared correlations to sociodemographic factors and if differences in numerical skills between sociodemographic groups can be explained by variability in working memory. Finally, we also investigate whether childcare attendance moderates early sociodemographic differences in numerical abilities. To achieve these goals, data from children aged 2; 6-6; 0 will be gathered from ∼ 45 US sites, drawn from a larger multi-lab international project (ManyNumbers project). The findings of this research will enhance our understanding of early emerging variability in numerical skills and provide insights into developing responsive and inclusive educational practices that support diverse learning needs in the early years. SUMMARY: Early mathematical skills are crucial for long-term academic and career achievement. SES and race/ethnicity-related disparities in math achievement emerge as early as preschool. Most studies use standardized math assessments that combine different numerical skills to assess achievement gaps, leaving uncertain which specific skills vary with demographic variables. We explore disparities in developmentally significant numerical skills and their relation to demographic variables. We also report relations between WM, childcare attendance and numerical skills. Data from approximately N = 1080 children aged 2;6-6;0 will be collected from ∼ 45 US labs, including demographic information and numeracy measures.