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Autor/inn/en | Cramman, Helen; Gott, Sarah; Little, John; Merrell, Christine; Tymms, Peter; Copping, Lee T. |
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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
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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) |
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). |
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Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
Update | 2024/1/01 |