The University of Delaware School of Education (SOE) colloquium series continues on Wednesday, May 3, with a presentation on “Early Math Trajectories: Low-Income Children’s Mathematics Knowledge from Age 4 to 12” by Bethany Rittle-Johnson, professor of psychology and human development at Vanderbilt University.

Rittle-Johnson’s research focuses on how knowledge change in children occurs, especially in relation to learning problem-solving procedures and key concepts in mathematics. For example, what roles do comparisons or generating explanations have in the learning of concepts and procedures? What early math knowledge supports later math knowledge?

In this colloquium, Rittle-Johnson will discuss her proposal and evaluation of an Early Math Trajectories model within a longitudinal study of 519 low-income American children from age 4 to 12. Her findings demonstrate that early mathematics knowledge is a strong predictor of later academic achievement. Yet, children from low-income families often enter school with weak mathematics knowledge.

This model includes a broad range of math topics, as well as potential pathways from preschool to middle-grades mathematics achievement. In preschool, non-symbolic quantity, patterning and counting knowledge predicted middle-grade mathematics achievement. By the end of first grade, symbolic mapping, calculation and patterning knowledge were the important predictors.

The presentation will begin at 1 p.m. in Room 207 of the Willard Hall Education Building, and a discussion with the speaker will follow at 2 p.m.

Students, faculty and community members with interests in education, mathematics, and early childhood learning are encouraged to attend. These events are free, and no advance registration or RSVP is required.

About the speaker

Bethany Rittle-Johnson is a professor of psychology and human development at Vanderbilt University’s Peabody College, where she is a member of the Department of Psychological Sciences.

Her research focuses on understanding how knowledge change occurs, and her work bridges psychological theory and educational practice.

Rittle-Johnson also collaborates with teachers and educational researchers to apply and test her research in educational settings.

For more information about this series, visit the SOE colloquium series webpage.