How to measure early numeracy
|Van de Rijt, BAM
Van Luit, JEH
|CHILDREN; development; Dutch/German research; early numercy; item response theory; Psychology; Psychology, Educational
|HOGREFE & HUBER PUBLISHERS
|ZEITSCHRIFT FUR ENTWICKLUNGSPSYCHOLOGIE UND PADAGOGISCHE PSYCHOLOGIE
The acquisition of mathematical skills can be viewed as a developmental process, starting long before formal mathematics education begins. The primary purpose of the research presented was to construct early numeracy scales in order to assess the develop mental level of early numeracy in children aged 4 to 7 years. Based on literature, eight mathematically different components were distinguished and an initial pool of 120 items was developed to operationalize them. The items were administered to 823 boys and girls in the 4-7 year age groups. The results demonstrated that the generalized one-parameter logistic model could be accepted for explaining the responses to 80 items. Two scales (Form A and B) were derived, each consisting of 40 items. in this article Form A is emphasized. Analysis showed considerable differences in developmental level for different age and grade groups. Based on the results presented in this article it can be concluded that (a lag in) the development of early numeracy can be measured using one of the early numeracy scales described. Furthermore, the first preliminary results of a joint research project with a German research population (330 boys and girls) to the development of early numeracy in German children are presented.
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