Early Number and Arithmetic Performance of Ecuadorian 4-5-Year-Olds

Autor/inn/en	Bojorque, Gina; Torbeyns, Joke; Moscoso, Jheni; Van Nijlen, Daniël; Verschaffel, Lieven
Titel	Early Number and Arithmetic Performance of Ecuadorian 4-5-Year-Olds
Quelle	In: Educational Studies, 41 (2015) 5, S.565-586 (22 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0305-5698
DOI	10.1080/03055698.2015.1090302
Schlagwörter	Numeracy; Arithmetic; Mathematics Skills; Young Children; Mathematics Tests; Preschool Children; Kindergarten; Foreign Countries; Gender Differences; Test Construction; Test Validity; Test Reliability; Psychometrics; Mathematics Achievement; Regression (Statistics); Ecuador + Suchen Sie Ihr Suchwort? Rechenkompetenz; Addition; Arithmetik; Arithmetikunterricht; Rechnen; Mathmatics achievement; Mathematics ability; Mathematische Kompetenz; Frühe Kindheit; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Ausland; Geschlechterkonflikt; Testaufbau; Testvalidität; Testreliabilität; Psychometry; Psychometrie; Mathmatics sikills; Mathematical ability; Regression; Regressionsanalyse
Abstract	This study aimed at (a) constructing a reliable and valid test to assess Ecuadorian 4-5-year olds' number and arithmetic skills; (b) providing empirical data on Ecuadorian 4-5-year olds' number and arithmetic skills; and (c) confronting these children's actual performances with the performances expected by national experts in this domain. We administered the Test of Early Number and Arithmetic (TENA), developed on the basis of the Ecuadorian mathematics standards to 86 Preschoolers and 127 Kindergartners and asked 10 experts to evaluate TENA's validity and predict children's performances on it. Results supported the overall reliability and validity of the TENA. Furthermore, we observed differences in number and arithmetic competencies between and within Preschoolers and Kindergartners, but not between boys and girls. Finally, experts overestimated children's performances on the test. The scientific and practical implications of these results are discussed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01