Development of early numerical abilities of Spanish-speaking Mexican preschoolers: A new assessment tool

Beltrán-Navarro, Beatriz; Abreu-Mendoza, Roberto A.; Matute, Esmeralda; Rosselli, Mónica

doi:10.1080/21622965.2016.1266940

Cited by 10 publications

(12 citation statements)

References 52 publications

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“…Sex differences in mathematical achievement are highly dependent on the type of measure used and the developmental stage in which they are evaluated. Whereas most studies find higher performance in boys (Diamantopoulou, Pina, Valero-Garcia, González-Salinas, & Fuentes, 2012;Stoet & Geary, 2015), others have found that girls outperform boys in curriculum-based measurements (Yarbrough, Cannon, Bergman, Kidder-Ashley, & McCane-Bowling, 2017), and some find no sex differences in the performance of early numerical tasks (Beltrán-Navarro, Abreu-Mendoza, Matute, & Rosselli, 2016;Rosselli et al, 2009). Our results show that Mexican male students in the first year of high school outperform their female peers on the WRAT Math Computation subtest.…”

Section: Discussioncontrasting

confidence: 62%

Psychometric Properties of the WRAT Math Computation Subtest in Mexican Adolescents

Abreu-Mendoza

Chamorro

Matute

2018

Journal of Psychoeducational Assessment

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The goal of this study was to provide normative scores and examine the psychometric properties of the Math Computation subtest of the Wide Range Achievement Test–IV (WRAT-IV) for Mexican adolescents after the completion of junior high school. We group-administered this subtest to 1,318 first-year Mexican high school students. We then obtained its overall internal reliability and examined its underlying factor structure. Finally, we determined its concurrent and criterion validity by evaluating a subsample of 106 students that included adolescents with mathematical difficulty, mathematical talent, and typical performance. Results showed that the subtest has a good internal reliability and appropriate psychometric characteristics, suggesting its appropriateness for the detection of adolescents with particular difficulty or ability in mathematics. The exploratory factor analysis identified three factors: arithmetic, fractions and basic algebra, and rational numbers. There were also sex differences in the number of correct responses, but the effect size was small.

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Section: Discussioncontrasting

confidence: 62%

Psychometric Properties of the WRAT Math Computation Subtest in Mexican Adolescents

Abreu-Mendoza

Chamorro

Matute

2018

Journal of Psychoeducational Assessment

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“…Examiners were sensitive to the regional differences in spoken Spanish when testing children from different regions/countries 59 . Validation of these tests (consistency, reliability) was previously demonstrated 60 – 62 . All children were monolingual native Spanish speakers.…”

Section: Methodsmentioning

confidence: 89%

Clustering of neuropsychological traits of preschoolers

Treviño

Beltrán-Navarro

León

et al. 2021

Sci Rep

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Neuropsychological tests (targeting cognitive, linguistic, motor, and executive abilities) are grouped in neuropsychological domains that are thought to be stable through adulthood. However, this assumption does not always hold true, particularly during young children’s early developmental phase. Here, we explored how the neuropsychological profile of typical Spanish-speaking preschoolers varied and consolidated with age. We recruited 643 monolingual Latin-American children from Mexico, Colombia, and Guatemala, with ages spanning from 30 to 71 months of age, and applied a novel neuropsychological examination which combined a total of 52 tests covering five classical neuropsychological domains: receptive, expressive, attention/memory, processing, and executive functions. These tests’ scores uncovered a correlational structure across neuropsychological functions that could not be explained by chance. Notably, these correlations’ overall strength, but not their interdependence across domains, dramatically increased with age. Moreover, by applying conventional clustering techniques to classify the experimental data, we found a stable representation of two clusters of children with distinctive traits, with cultural factors contributing to this classification scheme. We also found that the tasks were well organized in a network of abilities, where nodes with highest highest interconnectedness were those that required multimodal processing. These results contribute to our understanding of children’s ‘normal’ development and could help identify how failure in particular functions forecasts the emergence of neurodevelopmental disorders. Our analytic methods might become useful to characterize individual differences and improve educational practices and interventions.

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“…While a suite of early mathematical assessments exists (Beltran-Navarro et al, 2018; Clements et al, 2008; Ginsburg et al, 2003; Purpura and Lonigan, 2015) these are often limited in their scope, focus on school-aged children, are expensive to access and/or time consuming, and require expertise to administer, and thus are not readily adaptable to the early childhood education and care (ECEC) context or for use by early childhood educators. New technology offers new opportunities to equip early childhood educators with high-quality (i.e.…”

mentioning

confidence: 99%

Validity, reliability and viability of pre-school educators’ use of early years toolbox early numeracy

Howard

Neilsen‐Hewett

Rosnay

et al. 2021

Australasian Journal of Early Childhood

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There is need and opportunity for assessments that support quick and playful – yet also accurate, rigorous and developmentally sensitive – appraisals of early numeracy. Ideally, these should be accessible to those who have opportunity to support children’s learning development and ultimately shift children’s trajectories. The iPad-based Early Years Toolbox (EYT) Early Numeracy assessment was developed and evaluated to determine its validity and reliability, and appropriateness of use by researchers and preschool educators. Results from two studies with 246 children aged 3–5 years indicated the following: construct validity and internal consistency, concurrent validity with established measures, developmental sensitivity, test–retest reliability and highly comparable results whether used by a researcher or an educator. This yields a brief and playful assessment of early numeracy and a potential approach to develop broad-use early years assessments.

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Development of early numerical abilities of Spanish-speaking Mexican preschoolers: A new assessment tool

Cited by 10 publications

References 52 publications

Psychometric Properties of the WRAT Math Computation Subtest in Mexican Adolescents

Psychometric Properties of the WRAT Math Computation Subtest in Mexican Adolescents

Clustering of neuropsychological traits of preschoolers

Validity, reliability and viability of pre-school educators’ use of early years toolbox early numeracy

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