Diagnostic test for number concept development during early childhood

Bezuidenhout, Hanrie S.

doi:10.4102/sajce.v8i1.584

Cited by 2 publications

(2 citation statements)

References 23 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…We did not wish to assess executive functions in an unnatural controlled environment (Bezuidenhout, 2018), and rather used a teacher inventory of classroom engagement to describe behavioural manifestations of executive functions. Fitzpatrick and Pagani (2012) and Aunio et al (2019) argue that a behavioural scale of classroom engagement, administered by the teacher, reflects executive functioning aptly.…”

Section: Test Instrumentsmentioning

confidence: 99%

“…Grade R children's mathematics-specific vocabulary is a strong indicator of their achievement in Grade 1 numeracy (Purpura & Logan, 2015;Toll & Van Luit, 2014). Grade R numeracy also predicts Grade 1 achievement since mathematics concepts have been shown to develop hierarchically (Bezuidenhout, 2018;Clements & Sarama, 2014;Fritz, Ehlert, & Balzer, 2013). Executive functions (i.e.…”

Section: Introductionmentioning

confidence: 99%

See 1 more Smart Citation

The intersect of early numeracy, vocabulary, executive functions and logical reasoning in Grade R

Bezuidenhout

Henning

2022

Pythagoras

Self Cite

View full text Add to dashboard Cite

The current quantitative study, a naturalistic field experiment, was conducted in a public primary school in Soweto, Johannesburg, with the objective to examine how children’s achievement on four assessments at the beginning of Grade R, namely their numeracy, their mathematics-specific vocabulary, their executive functions, and their logical reasoning capabilities, predicted their performance on a numeracy assessment at the beginning of Grade 1. A purposive intact group of 59 participants was assessed at the beginning of their Grade R year and again when they entered Grade 1. The results of the study indicate that, apart from existing or prior numeracy knowledge at the beginning of Grade R, mathematics-specific vocabulary was the strongest predictor for numeracy attainment at the beginning of Grade 1. We suggest that early grade teachers consider young children’s number concept development as a cognitive, developmental psychology phenomenon and that they help learners build a lexicon of mathematics-specific qualifiers in their teaching with words that represent concepts of, among others, space, position, comparison, inclusion, sequence and magnitude.

show abstract

Section: Test Instrumentsmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

The intersect of early numeracy, vocabulary, executive functions and logical reasoning in Grade R

Bezuidenhout

Henning

2022

Pythagoras

Self Cite

View full text Add to dashboard Cite

show abstract

Measuring Mathematical Skills in Early Childhood: a Systematic Review of the Psychometric Properties of Early Maths Assessments and Screeners

Outhwaite,

Aunio,

Leung

et al. 2024

Educ Psychol Rev

View full text Add to dashboard Cite

Successful early mathematical development is vital to children’s later education, employment, and wellbeing outcomes. However, established measurement tools are infrequently used to (i) assess children’s mathematical skills and (ii) identify children with or at-risk of mathematical learning difficulties. In response, this pre-registered systematic review aimed to provide an overview of measurement tools that have been evaluated for their psychometric properties for measuring the mathematical skills of children aged 0–8 years. The reliability and validity evidence reported for the identified measurement tools were then synthesised, including in relation to common acceptability thresholds. Overall, 41 mathematical assessments and 25 screeners were identified. Our study revealed five main findings. Firstly, most measurement tools were categorised as child-direct measures delivered individually with a trained assessor in a paper-based format. Secondly, the majority of the identified measurement tools have not been evaluated for aspects of reliability and validity most relevant to education measures, and only 15 measurement tools met the common acceptability thresholds for more than two areas of psychometric evidence. Thirdly, only four screeners demonstrated an acceptable ability to distinguish between typically developing children and those with or at-risk of mathematical learning difficulties. Fourthly, only one mathematical assessment and one screener met the common acceptability threshold for predictive validity. Finally, only 11 mathematical assessments and one screener were found to concurrently align with other validated measurement tools. Building on this current evidence and improving measurement quality is vital for raising methodological standards in mathematical learning and development research.

show abstract

Diagnostic test for number concept development during early childhood

Cited by 2 publications

References 23 publications

The intersect of early numeracy, vocabulary, executive functions and logical reasoning in Grade R

The intersect of early numeracy, vocabulary, executive functions and logical reasoning in Grade R

Measuring Mathematical Skills in Early Childhood: a Systematic Review of the Psychometric Properties of Early Maths Assessments and Screeners

Contact Info

Product

Resources

About