Alignment between Children's Numeracy Performance, the Kindergarten Common Core State Standards for Mathematics, and State-Level Early Learning Standards

Autor/inn/en	Litkowski, Ellen C.; Duncan, Robert J.; Logan, Jessica A. R.; Purpura, David J.
Titel	Alignment between Children's Numeracy Performance, the Kindergarten Common Core State Standards for Mathematics, and State-Level Early Learning Standards
Quelle	In: AERA Open, 6 (2020) 4, (11 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Zusatzinformation	ORCID (Litkowski, Ellen C.) ORCID (Duncan, Robert J.) ORCID (Logan, Jessica A. R.) Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2332-8584
Schlagwörter	Alignment (Education); Numeracy; Kindergarten; Mathematics Skills; Common Core State Standards; Mathematics Instruction; Preschool Children; Learning Readiness; Age Differences; Measures (Individuals) + Suchen Sie Ihr Suchwort? Rechenkompetenz; Mathmatics achievement; Mathematics ability; Mathematische Kompetenz; Common core curriculum; Curriculum; Kerncurriculum; Mathematics lessons; Mathematikunterricht; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Lernbereitschaft; Age; Difference; Age difference; Altersunterschied; Messdaten
Abstract	The current study examined preschoolers' (N = 801) age-related performance on one measure of verbal counting and two measures of cardinality ("how many" and "give n") aligned with the kindergarten Common Core State Standards for Mathematics (CCSSM) and included in the majority of states' early learning guidelines for mathematics. Children were grouped into five age categories (3, 3.5, 4, 4.5, 5, 5.5), and within-age-group average rates of correct responses for each item within these three measures were calculated. Results demonstrated that the majority of children were already successfully meeting the CCSSM standards for both cardinal number knowledge tasks (86.5% and 53.3%, respectively) prior to kindergarten entry but that only 18.9% of the children were meeting the standard for verbal counting. Findings indicate potential misalignment between children's existing capabilities and the CCSSM standards for cardinality and underscore the need to conduct large, nationally representative studies measuring children's abilities on items that more closely assess the specific mathematics skills included in the CCSSM and early learning guidelines. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2022/1/01