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Mathematics Attainment Falls Behind Reading in the Early Primary School Years

Author

Listed:
  • Laura Outhwaite

    (UCL Centre for Education Policy & Equalising Opportunities)

  • Jake Anders

    (UCL Centre for Education Policy & Equalising Opportunities)

  • Jo Van Herwegen

    (UCL Centre for Education Policy & Equalising Opportunities)

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.

Suggested Citation

  • Laura Outhwaite & Jake Anders & Jo Van Herwegen, 2022. "Mathematics Attainment Falls Behind Reading in the Early Primary School Years," CEPEO Working Paper Series 22-06, UCL Centre for Education Policy and Equalising Opportunities, revised May 2022.
    • Handle: RePEc:ucl:cepeow:22-06
    as

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    File URL: https://repec-cepeo.ucl.ac.uk/cepeow/cepeowp22-06.pdf
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    References listed on IDEAS

    as
    1. John Jerrim & Anna Vignoles, 2013. "Social mobility, regression to the mean and the cognitive development of high ability children from disadvantaged homes," Journal of the Royal Statistical Society Series A, Royal Statistical Society, vol. 176(4), pages 887-906, October.
    2. Annette N. Brown & Drew B. Cameron & Benjamin D. K. Wood, 2014. "Quality evidence for policymaking: I'll believe it when I see the replication," Journal of Development Effectiveness, Taylor & Francis Journals, vol. 6(3), pages 215-235, September.
    3. Oliver S. P. Davis & Gavin Band & Matti Pirinen & Claire M. A. Haworth & Emma L. Meaburn & Yulia Kovas & Nicole Harlaar & Sophia J. Docherty & Ken B. Hanscombe & Maciej Trzaskowski & Charles J. C. Cur, 2014. "The correlation between reading and mathematics ability at age twelve has a substantial genetic component," Nature Communications, Nature, vol. 5(1), pages 1-6, September.
    Full references (including those not matched with items on IDEAS)

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    More about this item

    Keywords

    mathematics attainment; reading attainment; early primary; millennium cohort study;
    All these keywords.

    JEL classification:

    • I20 - Health, Education, and Welfare - - Education - - - General

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