Number Identification: A Unique Developmental Pathway in Mathematics?

Autor/inn/en	Cramman, Helen; Gott, Sarah; Little, John; Merrell, Christine; Tymms, Peter; Copping, Lee T.
Titel	Number Identification: A Unique Developmental Pathway in Mathematics?
Quelle	In: Research Papers in Education, 35 (2020) 2, S.117-143 (27 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Cramman, Helen) ORCID (Tymms, Peter) ORCID (Copping, Lee T.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0267-1522
DOI	10.1080/02671522.2018.1536890
Schlagwörter	Symbols (Mathematics); Numeracy; Number Concepts; Elementary School Mathematics; Elementary School Students; Mathematics Skills; Learning Processes; Foreign Countries; Predictor Variables; Mathematics Achievement; United Kingdom (England); United Kingdom (Scotland) + Suchen Sie Ihr Suchwort? Rechenkompetenz; Number concept; Zahlbegriff; Elementare Mathematik; Schulmathematik; Mathmatics achievement; Mathematics ability; Mathematische Kompetenz; Learning process; Lernprozess; Ausland; Prädiktor; Mathmatics sikills; Mathematical ability
Abstract	We make a "prima facie" case for identifying a single pathway in the learning of Hindu-Arabic numerical symbols and discuss why this ability may be a critical gateway concept in developing mathematical competencies. A representative sample of English and Scottish children was assessed using a number symbol identification paradigm in the Performance Indicators in Primary Schools (PIPS) Baseline assessment at the beginning and end of their first school year. Through a Rasch analysis of real and simulated data, we show that: (1) there appears to be a single, unidimensional pathway in learning to identify number symbols with discrete difficulty stages, (2) on examination of differential item functioning, this pathway is invariant across gender, country, socio-economic background, first language and across the first year of schooling and (3) almost all children make progress along the pathway during the year. A number identification scale may thus be a universal ruler by which all pupils could be assessed. (As Provided).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01