Making Connections to Realize Learning Potential in Early Childhood Mathematics

Abstract

In this chapter, we discussed how the Opportunity-Propensity (O-P) framework could be used to conceptualize and test the effects that children’s (0–8 years) background, mathematics learning opportunities, self-regulation, and prior achievement have on mathematics learning. In prior studies of the O-P framework, we identified and verified the predictive role of antecedent factors such as family socioeconomic status, parent educational expectations for their children, age, birth weight, gender, and ethnicity. With respect to opportunity factors, we identified and confirmed the predictive role of several aspects of instruction. With respect to propensity factors, we have identified and confirmed the role of prior knowledge, motivation, and self-regulation. We encourage our international researchers to build on this work in order to create the most accurate predictive model of early children mathematics achievement. This way, we can collaborate in guiding early mathematics policymakers, practitioners, and professional and advocacy organizations by providing them with a framework on early mathematics achievement to scaffold understanding, generate and test hypotheses, and adapt targeted interventions to address context- and cultural-specific problems.