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Direct linkAlice Klein; Prentice Starkey; Douglas Clements; Julie Sarama; Roopa Iyer – Journal of Research on Educational Effectiveness, 2008
Research indicates that a socioeconomic status-related gap in mathematical knowledge appears early and widens during early childhood. Young children from economically disadvantaged families receive less support for mathematical development both at home and in preschool. Consequently, children from different socioeconomic backgrounds enter…
Descriptors: Mathematics Skills, Learning Readiness, Early Intervention, Economically Disadvantaged
