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The development of math skills is widely studied, but there is a lack of longitudinal studies investigating person-oriented developmental patterns of math skills. The present study aims to describe profiles of students with various calculation and word-problem solving skills from Grades 1 to 9, as well as the developmental trajectories of these profiles, how profiles are related to students' further educational pathways, and whether having a specific skill profile in Grade 9 is related to the results of math and language exams at the end of Grade 12. The sample included 1,023 Estonian students who completed calculation and word-problem solving tests in Grades 1, 3, 6, and 9 (ages 6-16 years old). Educational pathway information and results of the math and language exam in Grade 12 were retrieved from the Estonian Education Information System's registry. Socioeconomic status was determined via parental education level. Overall, results indicated that math skills were positively interrelated between the school years. However, person-oriented approach demonstrated that less than half of students tended to stay in a similar profile from Grades 1 to 9. This suggests that, in terms of math skills, most students have diverse developmental trajectories from elementary school through the end of middle school. Profiles were also related to further educational pathways and high school exam results. This study complements previous variable-oriented research to provide unique and valuable information regarding the development of math skills. (PsycInfo Database Record (c) 2024 APA, all rights reserved).
Mädamürk et al. (Thu,) studied this question.