Socioeconomic gaps in specific mathematical skills at different ages in primary school.

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dc.catalogadorjlo
dc.contributor.authorAyala, M. Constanza
dc.contributor.authorStrasser Salinas, Katherine
dc.contributor.authorSusperreguy Jorquera, María Inés
dc.contributor.authorCastillo, Karla
dc.date.accessioned2024-08-22T14:18:07Z
dc.date.available2024-08-22T14:18:07Z
dc.date.issued2024
dc.description.abstractMathematical skills significantly predict students’ educational paths. Mathematical achievement varies depending on the student’s socioeconomic status (SES). However, the extent of the SES gap for specific mathematical skills remains unclear. In this cross-sectional study, we examined age variations by SES in three mathematical skills, applied problem-solving, arithmetic fluency, and written calculations, among students aged 7–12 in a socioeconomically segregated educational context. The contributions of the home environment and schools on SES gaps were also explored. The analytical sample comprised 10,665 students (49.2% girls, Mage = 10.1, SD = 1.3 years, 13.4% from Indigenous ethnic groups) from the Chilean Early Childhood Longitudinal Survey (Encuesta Longitudinal de Primera Infancia). Linear models revealed SES gaps across the three mathematical tasks at the beginning of primary education. The widest gap was observed in written calculations, which was moderated by the home environment. The findings also showed an exponential increase with age in the SES gap for written calculations and arithmetic fluency. However, for applied problem-solving, the initial gap increased and remained constant. Furthermore, schools accounted for 19%–21% of the variance related to the change of the SES gap in all three mathematical skills. The findings shed some light on the role of the home environment and the schools in maintaining, increasing, or decreasing socioeconomic gaps in specific mathematical skills at different ages.
dc.format.extent22 páginas
dc.fuente.origenORCID
dc.identifier.doi10.1037/edu0000892
dc.identifier.urihttps://doi.org/10.1037/edu0000892
dc.identifier.urihttps://repositorio.uc.cl/handle/11534/87592
dc.identifier.wosidWOS:001327354200004
dc.information.autorucEscuela de Psicología; Strasser Salinas, Katherine; 0000-0003-2364-6798; 93094
dc.information.autorucFacultad de Educación; Susperreguy Jorquera, María Inés; 0000-0001-5584-2692; 151479
dc.issue.numero5
dc.language.isoen
dc.nota.accesocontenido parcial
dc.pagina.final784
dc.pagina.inicio762
dc.revistaJournal of Educational Psychology
dc.rightsacceso restringido
dc.subject.ddc370
dc.subject.deweyEducaciónes_ES
dc.subject.ods04 Quality education
dc.subject.odspa04 Educación de calidad
dc.titleSocioeconomic gaps in specific mathematical skills at different ages in primary school.
dc.typeartículo
dc.volumen116
sipa.codpersvinculados93094
sipa.codpersvinculados151479
sipa.trazabilidadORCID;2024-08-19
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