Browsing by Author "Di Lonardo Burr, Sabrina"

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    Home mathematics environment and math performance of Chilean students in kindergarten and Grades 1 to 3
    (Elsevier Ltd, 2022) Susperreguy Jorquera, María Inés; Di Lonardo Burr, Sabrina; Douglas, Heather; Xu, Chang; LeFevre, Jo-Anne; Río, María Francisca del; Salinas Ulloa, Viviana Monzerrat
    We investigated whether home math activities were related to children's math performance in kindergarten and the first three years of primary school. Participants were Chilean parents and their children in kindergarten, Grade 1, Grade 2, and Grade 3 (ns = 101, 95, 87, and 84, respectively). Mothers and fathers independently answered questions about their math activities at home, provided sociodemographic information, and completed an arithmetic fluency task. Children completed measures of applied problem solving, calculation, and arithmetic fluency. For kindergarten children, we found that mothers’ (but not fathers’) reports of the frequency of operational (e.g., mental arithmetic) activities were positively related to children's math performance, whereas mothers’ reports of the frequency of mapping (e.g., counting, number naming) math activities were negatively correlated with performance. For children in Grades 1–3, home math activities were not significant unique predictors of math outcomes. The socioeconomic status of children's schools and maternal math fluency predicted children's math performance in Grades 1–3. The implications of these findings are discussed for understanding how children's home environments are related to their mathematical development.
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    Number line development of Chilean children from preschool to the end of kindergarten
    (2021) Xu, Chang; Di Lonardo Burr, Sabrina; Douglas, Heather; Susperreguy Jorquera, María Inés; LeFevre, Jo-Anne
    Children’s performance on number line tasks reflects their developing number system knowledge. Before 5 years of age, most children perform poorly on even the simplest number lines (i.e., 0–10). Our goal was to understand how number line skills develop before formal schooling. Chilean preschoolers attempted a 0–10 number line task three times over 2 years: at the beginning of pre-kindergarten (M = 4:7 [years;months]; Time 1), at the end of pre-kindergarten (M = 5:0; Time 2), and at the end of kindergarten (M = 5:10; Time 3). We used latent class analysis to group children according to their patterns of performance across number targets. At Time 1, 86% of children had error patterns indicating that they randomly placed estimates on the line. At Time 2, 56% of children continued to respond randomly. At Time 3, 56% of children showed competent performance across the number line, 23% were accurate only near the endpoints, and 21% were accurate only for low target numbers near the origin. Latent transition analyses showed that the transition from less to more proficient estimation classes was predicted by children’s number identification skills. Thus, number line performance changed dramatically from 4 to 6 years of age as children began to develop the cognitive and numerical skills necessary to accurately estimate numbers on a number line.