File S1 - Adolescents’ Functional Numeracy Is Predicted by Their School Entry Number System Knowledge

This file contains: Method and Materials–provides detailed description of the working memory and functional numeracy measures; Control Variables–provides detailed description of the control variables; Table S1–Standardized Factor Loadings for the Mathematical Cognition Measures in First Grade; Table S2–Overall Design of the Missouri Study; Table S3–Means and Correlations Among Variables. All variables were standardized (M = 0, SD = 1) and analyzed in PROC GLM [20]. The data were also analyzed in PROC MIXED with maximum likelihood and restricted maximum likelihood estimation of parameters, with the same results; Table S4–Ordinary Least Squares Estimates (± standard errors) for Prediction of Individual Measures that Composed the Functional Numeracy Composite. The full model R²s = .55,.59,.51, and.48 (ps<.0001) for the word problems, computational arithmetic, computational fractions, and fractions concepts scores, respectively. The school site contrasts are not shown and were not significant in any equation (ps>0.08); Table S5–Ordinary Least Squares Estimates (± standard errors) for Prediction of Adolescent Functional Numeracy Controlling for Seventh Grade Mathematics Achievement. R² = .78, F_29,150 = 18.18, p<0001. The school site contrast is not shown and was not significant (p = .43); Table S6–Ordinary Least Squares Estimates (± standard errors) for Prediction of Seventh Grade Mathematics Achievement Controlling for Functional Numeracy. R² = .70, F_29,150 = 12.18, p<.0001. The school site contrast is not shown and was not significant (p = .69); Growth in Number System Knowledge–provides detailed analyses on the creation of the across-grade Number System Knowledge variable.

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