Checking the possibility of equating a mathematics assessment between Russia, Scotland and England for children starting school

Иванова, Алина; Kardanova, Elena; Merrell, Christine; Tymms, Peter; Hawker, David

doi:10.1080/0969594x.2016.1231110

Cited by 12 publications

(6 citation statements)

References 12 publications

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“…The data came from the START assessment for first graders, previously known as iPIPS (international Performance Indicators in Primary Schools) (Ivanova et al, 2018), which was originally developed in Britain (Tymms, 1999). The study was conducted during the 2018-2019 academic year.…”

Section: Methods Participantsmentioning

confidence: 99%

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The Precision of Symbolic Numerical Representation in Verbal Format has an Indirect Effect on Math Performance in First Grade

2020

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Numerical information can be represented in three formats: two symbolic (visual (digits) and verbal (number words)) and one nonsymbolic (analog) format. Studies have shown that the precision of symbolic numerical representation is associated with math performance. The precision of symbolic representation is mostly discussed as the precision of representation in a visual format, whereas the precision of representation in verbal format and its relation with math performance is less studied. The current study examines the precision of symbolic numerical representation in visual and verbal formats and the relationship between such precision and math performance when controlling for prior math performance, nonsymbolic numerical representation, phonological processing, reading skills and working memory. We used data from 367 Russian first graders (mean age, 7.6 years; 53% girls). To assess the precision of symbolic numerical representation, magnitude comparison tasks with digits and number words were used. It was found that the precision of symbolic representation in verbal format did not have a direct effect on math performance, but has an indirect effect via visual format of symbolic representation, even when controlling for prior math performance and other cognitive abilities.

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Section: Methods Participantsmentioning

confidence: 99%

“…Mathematical Performance. To assess math performance, the Russian version of the START instrument, which included 42 tasks, was used (Ivanova et al, 2018). The tasks assessed pupils' ability to count objects, perform simple object addition, and solve word and arithmetic problems.…”

Section: Achievement Testsmentioning

confidence: 99%

The Precision of Symbolic Numerical Representation in Verbal Format has an Indirect Effect on Math Performance in First Grade

2020

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“…Our study aimed to overcome these restrictions by using a large sample size and a longitudinal design. In particular, we use a large sample of two-wave longitudinal data from the international Performance Indicators in Primary Schools (iPIPS) data set, which was produced in Russia in 2017-2018 (Ivanova et al, 2018). We apply fixed-effects longitudinal regression analysis to estimate the effect of phonological processing on mathematical performance in the first grade.…”

Section: Current Studymentioning

confidence: 99%

“…All measures were obtained during on-entry baseline and follow-up assessments through the Russian version of the iPIPS instrument, which is based on the PIPS monitoring system developed by the Centre for Education and Monitoring at Durham University in the UK (Tymms, 1999;Tymms et al, 2015). The Russian version of the iPIPS assessment was developed from 2013 to 2015 (Ivanova et al, 2018).…”

Section: Instruments and Measuresmentioning

confidence: 99%

The effect of phonological processing on mathematics performance in elementary school varies for boys and girls: Fixed‐effects longitudinal analysis

Kuzmina

Иванова

Kaiky

2019

British Educational Res J

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Investigations into the relations between phonological processing and math performance have yielded contradictory results. These contradictions might be related to small sample sizes and/or cross‐sectional designs of previous studies that limited the possibility of generalizing the findings obtained. The first goal of this study was to estimate the effect of phonological processing on number recognition and math performance during the first year of schooling, controlling for reading achievement. The second goal was to examine whether this effect varied for boys and girls. To achieve these goals, we used a large sample of first‐graders (N = 3296, 49% were girls) in Russia and applied fixed effects longitudinal analysis. Participants were assessed twice, at the beginning and at the end of the first grade (mean age was 7.3 years at Time 1). The item response theory scaling procedure was used to estimate individual scores for math performance, number recognition, phonological processing and reading performance. The results revealed that phonological processing had effects on number recognition and math performance. This effect was more salient for number recognition than for math performance, probably due to the greater involvement of the retrieval strategy in number recognition tasks. The results also demonstrated that the effect of phonological processing on number recognition was stronger for girls than for boys.

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“…The results were obtained by means of a baseline and follow-up assessments using the iPIPS (international Performance Indicators in Primary Schools) instrument. iPIPS was originally developed by the Centre for Education and Monitoring at Durham University in the UK (Tymms, 1999;Tymms, Merrell, & Wildy, 2015), and the Russian version was developed and validated from 2013 to 2015 (Ivanova, Kardanova, Merrell, Tymms, & Hawker, 2018).…”

Section: Instruments and Measuresmentioning

confidence: 99%

the Deficit of Phonological Processing Associated with both Maths and Reading Difficulties Rather than Separate Maths or Reading Difficulties

2019

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In this study, we aimed to estimate the effect of phonological processing in the emergence of specific maths or combined maths and reading difficulties during the first year of schooling. We also estimated whether the high level of phonological processing could be a resource for coping with math difficulties. The study was conducted on a large sample of Russian first-graders (N=3296 pupils, mean age 7.3 years, 49% of them were girls). Pupils were tested twice, at the beginning and at the end of the first grade in their level of maths performance, reading performance, phonological processing, and number recognition skills. In each test, four groups of pupils were identified regarding their level of maths and reading performance: a group with mathematical difficulties only (MD), pupils with reading difficulties only (RD), pupils with both maths and reading difficulties (MDRD) and pupils without difficulties (TD). The probability to move into the MD group, the MDRD group and in the TD group was estimated for pupils regarding their group status at Time 1 and their level of phonological processing. Results revealed that at first grade, phonological processing did not correlate with specific maths difficulties, but associated with both maths and reading difficulties. At the same time, a high level of phonological processing may prevent typically developing pupils from moving into the MD group. Moreover, a high level of phonological processing increases the probability to move into the TD group for pupils who had specific maths difficulties at the start of schooling. JEL Classification: Z.

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Checking the possibility of equating a mathematics assessment between Russia, Scotland and England for children starting school

Cited by 12 publications

References 12 publications

The Precision of Symbolic Numerical Representation in Verbal Format has an Indirect Effect on Math Performance in First Grade

The Precision of Symbolic Numerical Representation in Verbal Format has an Indirect Effect on Math Performance in First Grade

The effect of phonological processing on mathematics performance in elementary school varies for boys and girls: Fixed‐effects longitudinal analysis

the Deficit of Phonological Processing Associated with both Maths and Reading Difficulties Rather than Separate Maths or Reading Difficulties

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