Understanding number sequences leads to understanding mathematics concepts

Robert Pasnak, Katrina Lea Schmerold, Melissa Fetterer Robinson, K. Marinka Gadzichowski, Allison M. Bock, Sarah Eva O'Brien, Julie K. Kidd and Deb A. Gallington

The Journal of Educational Research, 2016, vol. 109, issue 6, 640-646

Abstract: Ninety-six first grade students in an urban school system were tested in October and May on reading, mathematics, and their understanding of sequences of letters and numbers. A time lag analysis was subsequently conducted. In such analyses, cross-correlations between the first measurement of one variable and the second measurement of another are compared. The larger of the correlations indicates the direction of the relationship; i.e., which variable is most likely to be causal. Correlations of the fall scores on the number sequences with spring scores on the mathematics concepts scale were significant, while correlations of the fall mathematics concepts scores with spring number sequence scores were negligible. This indicates that understanding such complex sequences has a directional effect on understanding mathematics concepts. Fall–spring cross-correlations for the letter sequences and reading test, although significant, did not differ, and hence provided no indication of the direction of the relationship. Potential explanations were discussed.

Date: 2016
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DOI: 10.1080/00220671.2015.1020911

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