Contrary to previous views, this study involving researchers at University of Missouri, Columbia, and Carneige-Mellon tracked students who also participated in a longitudinal study of kindergarten through 9th grade. Results showed that students who could identify and work with sets of numbers in 1st grade performed better on a test of functional numberacy given years later in 7th grade.
The reality is that math tests in early grades tend to focus on counting skills and simple arithmetic, rather than problems such as fractions which require students to think how number operate in sets.
A horrible statistic to ponder: More than one in 5 American adults are considered "functionally innumerate," unable to solve 8th grade math problems!
All of this in interesting and appalling, but the question we have as Title I teachers is this, "What strategies can we incorporate in our classes? One of our 6 shifts can help - Relevancy. Creating problem situations that allow students to think of numbers in sets that have meaning in their lives. And if possible involve parents at home to share in this thinking. (Some, obviously won't be successful given the above statistic.)
What ideas to you have? Please share.
Number Sense, Not Counting Skills, Predits Math Ability, Says Study. 2.4.13 Sarah D. Sparks. Education Week - Inside School Research.
http://blogs.edweek.org/edweek/inside-school-research/2013/02/early_number_linkages_not_coun.html?cmp=ENL-CM-NEWS2
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