The Development of Mathematical Performance From Kindergarten to Grade 1: The Role of Children's Mathematical Liking and Parents' Beliefs and Activities
Bibliographic record
Abstract
ABSTRACT The transition from kindergarten to formal schooling is an important period for examining children's developing mathematical performance. We studied reciprocal associations among children's mathematical performance, parent factors (i.e., numeracy activities, beliefs about children's mathematical skills), and child factors (i.e., mathematics liking). Lithuanian children ( N = 341; 180 girls) and their parents participated at three time points: end of kindergarten (T1; M age = 6.87 years), beginning of Grade 1 (T2), and end of Grade 1 (T3). Reciprocal cross‐lagged associations between parent‐ and child‐related factors showed that children's mathematical performance positively predicted parental beliefs [ β T1–T2 = 0.247, β T2–T3 = 0.280] and negatively predicted numeracy activities [ β T1–T2 = −0.227, β T2–T3 = −0.110] during the transition from kindergarten to Grade 1, and during Grade 1. Children's mathematical performance positively predicted their mathematics liking at the end of Grade 1 ( β T2–T3 = 0.138). The results emphasise the role of children's mathematical performance in shaping parents' involvement and beliefs about children's mathematical learning and their children's mathematics liking.
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How this classification was reachedexpand
Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.001 | 0.000 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.001 | 0.000 |
| Bibliometrics | 0.000 | 0.000 |
| Science and technology studies | 0.001 | 0.000 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.000 | 0.001 |
| Research integrity | 0.000 | 0.000 |
| Insufficient payload (model declined to judge) | 0.000 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from itClassification
machine, unvalidatedMachine predicted; a candidate call from one teacher head, not a consensus.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".