02225nam a22003377a 4500 OSt 20241014163853.0 241014b |||||||| |||| 00| 0 eng d 0022-0671 DSSC Per/510/P264/2016 Pasnak, Robert 11556 The Journal of Educational Research 11399 Understanding number sequences leads to understanding mathematics concepts by 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 640-646 text unmediated volume 109(6) 0022-0671 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-correlation 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 casual. 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 sequence 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. Mathematics. 6691 Mathematics--study and teaching 11288 Schmerold, Katrina Lea 11557 Bock, Allison M. 11560 Gadzichowski, K. Marinka 11559 Robinson, Melissa Fetterer 11558 O'Brien, Sarah Eva 11561 Kidd, Julie K. 11562 Gallington, Deb A. 11563 ddc PINDEX 8308 8308 0 0 ddc 0 0 SPMT-CAS SPMT-CAS 2024-10-14 0 Per/510/P264/2016 2024-10-14 00:00:00 2024-10-14 PINDEX