Low-Achieving Grade K-3 Children's Early Numeracy Competences: A Systematic Literature Review

Autor/in	Wästerlid, Catarina
Titel	Low-Achieving Grade K-3 Children's Early Numeracy Competences: A Systematic Literature Review
Quelle	In: International Journal of Early Years Education, 30 (2022) 4, S.748-765 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Wästerlid, Catarina)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0966-9760
DOI	10.1080/09669760.2020.1848524
Schlagwörter	Low Achievement; Elementary School Students; Numeracy; Competence; Literature Reviews; Student Evaluation; Achievement Tests; Standardized Tests; Mathematics Achievement; Recall (Psychology); Arithmetic + Suchen Sie Ihr Suchwort? Unterdurchschnittliche Leistung; Rechenkompetenz; Kompetenz; Schulnote; Studentische Bewertung; Achievement test; Achievement; Testing; Test; Tests; Leistungsbeurteilung; Leistungsüberprüfung; Leistung; Testdurchführung; Testen; Standadised tests; Standardisierter Test; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Abberufung; Addition; Arithmetik; Arithmetikunterricht; Rechnen
Abstract	This systematic review analyses the research results of low-achieving grade K-3 children's numeracy competencies by investigating the research approaches used, the definitions of low achievers and the numeracy competencies reported. 18 articles, identified in ERIC, PsycINFO and Web of Science, were selected for further analysis. The results show that the main part of the studies used a fixed-strategy design, mainly reporting on children's numeracy competencies at a group level in which the children's numeracy competencies were summarily described and focused on difficulties and common errors. Identification of what is defined as low achiever was based on test results from both standardised and non-standardised tests, as well as teacher assessments. The predominant numeracy competencies assessed were basic facts (automatic recall 0-20) and arithmetic skills (addition and subtraction), as well as competencies related to counting. Analyses of the children's understanding when they do not follow the typical way of learning were not found, which indicates the need for a qualitative approach to the quantitative research results in order to provide deeper understanding of children's ways of understanding and operating with numbers. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01