A Participatory Approach to the Identification of Measures of Number Sense in Children Prior to School Entry

Autor/inn/en	Howell, Sally; Kemp, Coral
Titel	A Participatory Approach to the Identification of Measures of Number Sense in Children Prior to School Entry
Quelle	In: International Journal of Early Years Education, 17 (2009) 1, S.47-65 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0966-9760
Schlagwörter	Delphi Technique; Foreign Countries; Mathematics Achievement; Early Childhood Education; Mathematics Tests; Task Analysis; Questionnaires; Mathematics Instruction; Identification; Australia; New Zealand; United Kingdom + Suchen Sie Ihr Suchwort? Delphi-Methode; Ausland; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Early childhood; Education; Frühkindliche Bildung; Frühpädagogik; Aufgabenanalyse; Fragebogen; Mathematics lessons; Mathematikunterricht; Identifikation; Identifizierung; Australien; Neuseeland; Großbritannien
Abstract	The research reported in this paper used a modified Delphi procedure in an attempt to establish a consensus on tasks proposed to assess components of number sense identified as essential for early mathematics success by a broad range of academics with expertise in the area of early mathematics. Tasks included as measures of these components were based on assessment tasks developed by early mathematics researchers. Eighteen questionnaires were returned by academics from Australia, the UK, New Zealand, The Netherlands and the USA, all with published work in the areas of early mathematics and/or number sense. Both the proposed components and tasks in the questionnaires were limited to the number domain. The study revealed considerable agreement with a number of the proposed tasks and thus provided a way forward for the development of an early number sense assessment to be trialled with young children prior to their first year of formal schooling. (Contains 2 tables.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10