Development of an Instrument to Assess Early Number Concept Development in Four South African Languages

Autor/inn/en	Henning, Elizabeth; Balzer, Lars; Ehlert, Antje; Fritz, Annemarie
Titel	Development of an Instrument to Assess Early Number Concept Development in Four South African Languages
Quelle	In: South African Journal of Education, 41 (2021) 4, Artikel 1979 (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Zusatzinformation	ORCID (Henning, Elizabeth) ORCID (Balzer, Lars) ORCID (Ehlert, Antje) ORCID (Fritz, Annemarie)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0256-0100
Schlagwörter	African Languages; Young Children; Number Concepts; Concept Formation; Foreign Countries; Translation; Elementary School Students; German; Indo European Languages; Mathematics Skills; Grade 1; Language of Instruction; English; Test Validity; Mathematics Tests; South Africa + Suchen Sie Ihr Suchwort? Africa; Language; Languages; Afrika; Sprachen; Afrikanische Sprache; Frühe Kindheit; Number concept; Zahlbegriff; Concept learning; Begriffsbildung; Ausland; Deutscher; Indoeuropäisch; Mathmatics achievement; Mathematics ability; Mathematische Kompetenz; School year 01; 1. Schuljahr; Schuljahr 01; Teaching language; Unterrichtssprache; English language; Englisch; Testvalidität; Südafrika; Süd-Afrika; Republik Südafrika; Südafrikanische Republik
Abstract	A recently published interview-based test, known by its partly German acronym, MARKO-D SA, is introduced in this article by way of a narrative of its development through various cycles of research. The 48-item test, in 4 South African languages, captures number concept development of children in the 6 to 8-year age group. The authors present their argument for the South African versioning and translation of the test for this country, where there is a dearth of suitable assessment instruments for gauging young children's mathematical concept development. We also present the findings of the research that was conducted to standardise and norm the local version of the test, along with our reasoning about the theoretical strength of the conceptual model that undergirds the test. (As Provided).
Anmerkungen	Education Association of South Africa. University of Pretoria, Centre for the Study of Resilience, Level 3, Groenkloof Student Centre, Department of Educational Psychology, Faculty of Education, George Storrar Road and Lleyds Street, Pretoria 0001, South Africa. Web site: http://www.sajournalofeducation.co.za/index.php/saje/index
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01