Screening for Mathematics Difficulties in K-3 Students

Autor/inn/en	Gersten, Russell; Clarke, Benjamin S.; Jordan, Nancy C.
Institution	Center on Instruction
Titel	Screening for Mathematics Difficulties in K-3 Students
Quelle	(2007), (33 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Predictive Validity; Cognitive Psychology; Mathematics Instruction; Student Evaluation; Screening Tests; At Risk Students; Learning Problems; Mathematics Skills; Elementary School Students; Test Construction; Developmental Psychology; Mathematics Teachers; Disability Identification; Numbers; Word Problems (Mathematics); Arithmetic; Computation; Numeracy + Suchen Sie Ihr Suchwort? Kognitive Psychologie; Mathematics lessons; Mathematikunterricht; Schulnote; Studentische Bewertung; Screening-Verfahren; Lernproblem; Mathmatics achievement; Mathematics ability; Mathematische Kompetenz; Testaufbau; Entwicklungspsychologie; Mathematics; Teacher; Teachers; Mathematik; Lehrer; Lehrerin; Lehrende; Zahlenraum; Textaufgabe; Addition; Arithmetik; Arithmetikunterricht; Rechnen; Rechenkompetenz
Abstract	A major advance in the field of reading over the past 15 years has been the development and validation of screening measures that can detect with reasonable accuracy those kindergartners and first graders likely to experience difficulty in learning to read. Increasingly, these students now receive additional instructional support during the critical early years of schooling. The authors believe the field of mathematics is ready for a similar leap forward in identifying and providing intensive support for young students who are experiencing difficulties in learning the fundamentals of mathematics. The field now possesses adequate information on valid early screening measures that could be used by teachers and school personnel to identify these students. Screening tools to identify students at risk for later mathematics difficulties must address a number of critical variables, including predictive validity and content selection. The design of screening instruments also needs to be guided by information from the fields of developmental and cognitive psychology on how children develop an emerging understanding of mathematics. Further, when developing assessment tools, mathematics educators' expertise should be tapped; this would result in screening tools that integrate knowledge bases in both fields. In this report the author describe the aspects of numerical proficiency that seem to emerge consistently as most important to assess in young students and specify areas that seem most fruitful to assess in early screening batteries. (Contains 2 tables.) (ERIC).
Anmerkungen	Center on Instruction. Available from: RMC Research Corporation. 1000 Market Street Building 2, Portsmouth, NH 03801. Tel: 800-258-0802; Tel: 603-422-8888; e-mail: COI-Info@rmcres.com; Web site: http://www.centeroninstruction.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10