Developmental Changes in Mathematically Precocious Young Children: Longitudinal and Gender Effects

Young children with advanced mathematical skill (N = 276) were followed for two years, during kindergarten through 1st grade or 1st through 2nd grade. Children were randomly assigned to an intervention condition reflecting a constructivist approach or a control condition. Mean scores for the control...

Full description

Saved in:
Bibliographic Details
Published in:The Gifted child quarterly 1997-10, Vol.41 (4), p.145-158
Main Authors: Robinson, Nancy M., Abbott, Robert D., Berninger, Virginia W., Busse, Julie, Mukhopadhyay, Swapna
Format: Article
Language:English
Subjects:
Abstract Reasoning
Academically Gifted
Child development
Concept Formation
Gifted children
Logical Thinking
Longitudinal Studies
Mathematical Aptitude
Mathematically Gifted
Mathematics
Primary Education
Sex Differences
Sexes
Spatial Ability
Thinking Skills
Verbal Learning
Visual Learning
Young Children
Citations: Items that this one cites
Items that cite this one
Online Access:Get full text
Tags: Add Tag
No Tags, Be the first to tag this record!
Description
Summary:Young children with advanced mathematical skill (N = 276) were followed for two years, during kindergarten through 1st grade or 1st through 2nd grade. Children were randomly assigned to an intervention condition reflecting a constructivist approach or a control condition. Mean scores for the control group on standardized math verbal, and visual-spatial measures increased or remained the same. Boys gained more than girls on the quantitative and visual-spatial measures. The treatment group made greater gains than the control group on quantitative measures only. Gender did not interact with treatment condition. Correlations among the quantitative, verbal, and visual-spatial factors remained stable for control children, but the correlation between quantitative and verbal factors increased for the intervention group.
ISSN:0016-9862
1934-9041
DOI:10.1177/001698629704100404