Outhwaite, Laura;
Anders, Jake;
Van Herwegen, Jo;
(2022)
Mathematics Attainment Falls Behind Reading in the Early Primary School Years.
(CEPEO Working Paper Series
22-06).
UCL Centre for Education Policy & Equalising Opportunities: London, UK.
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Abstract
Early mathematics and reading are foundational skills for later academic and life outcomes. Despite their equal value to society, previous research finds reading skills exceeded those of mathematics in the first two years of primary school in the UK. The current study conducted a conceptual replication and extension of this finding using large-scale, longitudinal data from the Millennium Cohort Study. Within the same group of nearly 12,000 children, results showed at age 2-4 years, symbolic knowledge, which underpins mathematical development was stronger than alphabetic knowledge, a key component of reading development. However, following the introduction of formal schooling, reading attainment exceeded that of mathematics at 6-8 years. These findings have important implications for educational policy and practice, which currently places a greater focus on reading development, compared to mathematics. Directions for future research to enhance the scientific understanding of mathematical development that translates to effective mathematical interventions are discussed.
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