Early Childhood Mathematics Education Research

Sarama, Julie; Clements, Douglas H.

doi:10.4324/9780203883785

Cited by 562 publications

(259 citation statements)

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“…For example, once a child learns the rule that the last number said in the counting sequence means “how many?” he or she can apply that rule to all counting items. Furthermore, this is a skill that rapidly develops around 4-years of age and can be generalized easily to larger quantities (Sarama & Clements, 2009). Thus, it is reasonable to expect that early performance would be highly related to broader ability because it is a critical skill in mathematical development, but that performance across this age range would not be related as children score at the ceiling on the task.…”

Section: Discussionmentioning

confidence: 99%

“…Within each of these domains, there are numerous subskills that undergo rapid and dramatic changes across the preschool years (Ginsburg et al, 1998). These specific subskills develop as a systematic and interconnected progression of knowledge (Baroody, 2003; NMAP, 2008) called a learning trajectory (Sarama & Clements, 2009; Simon & Tzur, 2004). …”

Section: Early Numeracy Assessment: the Development Of The Preschool mentioning

confidence: 99%

“…Children first begin by learning the count sequence (verbal counting), comparing small exact quantities (exact set comparison), enumerating sets by connecting number words with exact quantities (one-to-one counting, cardinality, subitizing), and even manipulating quantities through story problems. At the same time, children begin to learn numeral names—some children even begin to identify the first numerals (e.g., 1 and 2) when they are as young as 18 months (Mix, 2009; Sarama & Clements, 2009) and approximately one-quarter of children can identify the numerals 1 to 9 by the time they are four years old (Ginsburg & Baroody, 2003). However, children cannot simply learn the names of numerals (connecting number words to numerals), they must learn to connect the quantities to Arabic numerals as well (Set-to-numerals; Author, xxxx).…”

Section: Early Numeracy Assessment: the Development Of The Preschool mentioning

confidence: 99%

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Early Numeracy Assessment: The Development of the Preschool Early Numeracy Scales

Purpura

Lonigan

2015

Early Education and Development

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Research Findings The focus of this study was to construct and validate twelve brief early numeracy assessment tasks that measure the skills and concepts identified as key to early mathematics development by the National Council of Teachers of Mathematics (2006) and the National Mathematics Advisory Panel (2008)—as well as critical developmental precursors to later mathematics skill by the Common Core State Standards (CCSS; 2010). Participants were 393 preschool children ages 3 to 5 years old. Measure development and validation occurred through three analytic phases designed to ensure that the measures were brief, reliable, and valid. These measures included: one-to-one counting, cardinality, counting subsets, subitizing, number comparison, set comparison, number order, numeral identification, set-to-numerals, story problems, number combinations, and verbal counting. Practice or Policy Teachers have extensive demands on their time, yet, they are tasked with ensuring that all students’ academic needs are met. To identify individual instructional needs and measure progress, they need to be able to efficiently assess children’s numeracy skills. The measures developed in this study are not only reliable and valid, but also easy to use and can be utilized for measuring the effects of targeted instruction on individual numeracy skills.

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Section: Discussionmentioning

confidence: 99%

Section: Early Numeracy Assessment: the Development Of The Preschool mentioning

confidence: 99%

Section: Early Numeracy Assessment: the Development Of The Preschool mentioning

confidence: 99%

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Early Numeracy Assessment: The Development of the Preschool Early Numeracy Scales

Purpura

Lonigan

2015

Early Education and Development

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“…Many of these children are likely to be from low-income and disadvantaged backgrounds, as children from low-SES families begin school with less mathematical knowledge than their peers from higher SES families (Jordan, Huttenlocher, & Levine, 1992; Reardon & Portilla, 2015; Starkey, Klein, & Wakeley, 2004; Starkey & Klein, 2008) owing in part to the fact that their home learning environments are less rich mathematically (Blevins-Knabe & Musun-Miller, 1996; Siegler, 2009). As a result, SES-related gaps in mathematical knowledge appear early and widen during early childhood (Klibanoff, Levine, Huttenlocher, Vasilyeva, & Hedges, 2006; Sarama & Clements, 2009). …”

Section: Introductionmentioning

confidence: 99%

Which preschool mathematics competencies are most predictive of fifth grade achievement?

Nguyen

Watts

Duncan

et al. 2016

Early Childhood Research Quarterly

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291

177

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In an effort to promote best practices regarding mathematics teaching and learning at the preschool level, national advisory panels and organizations have emphasized the importance of children’s emergent counting and related competencies, such as the ability to verbally count, maintain one-to-one correspondence, count with cardinality, subitize, and count forward or backward from a given number. However, little research has investigated whether the kind of mathematical knowledge promoted by the various standards documents actually predict later mathematics achievement. The present study uses longitudinal data from a primarily low-income and minority sample of children to examine the extent to which preschool mathematical competencies, specifically basic and advanced counting, predict fifth grade mathematics achievement. Using regression analyses, we find early numeracy abilities to be the strongest predictors of later mathematics achievement, with advanced counting competencies more predictive than basic counting competencies. Our results highlight the significance of preschool mathematics knowledge for future academic achievement.

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“…During the past 10–15 years, a number of rigorous randomized trials have demonstrated that enhancing preschool curricula with evidence-based practices improves school readiness in areas of emergent literacy and numeracy skills (Lonigan, 2006; Sarama & Clements, 2009), and in areas of social-emotional development and learning behaviors (Bierman, Domitrovich, & Darling, 2009; Joseph & Strain, 2003). In addition, professional development activities (e.g., workshops, coaching, videotaped feedback) have proven effective at improving the quality of preschool teaching and teacher-student interactions, which in turn improve child school readiness (Fox & Hemmeter, 2009; Pianta, Mashburn, Downer, Hamre, & Justice, 2008).…”

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confidence: 99%

Sustaining High-Quality Teaching and Evidence-Based Curricula: Follow-Up Assessment of Teachers in the REDI Project

Bierman

DeRousie

Heinrichs

et al. 2013

Early Education & Development

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Recent research has validated the power of evidence-based preschool interventions to improve teaching quality and promote child school readiness when implemented in the context of research trials. However, very rarely are follow-up assessments conducted with teachers in order to evaluate the maintenance of improved teaching quality or sustained use of evidence-based curriculum components after the intervention trial. In the current study, we collected follow-up assessments of teachers one year after their involvement in the REDI research trial to evaluate the extent to which intervention teachers continued to implement the REDI curriculum components with high-quality, and to explore possible pre-intervention predictors of sustained implementation. In addition, we conducted classroom observations to determine whether general improvements in the teaching quality of intervention teachers (relative to control group teachers) were sustained. Results indicated sustained high-quality implementation of some curriculum components (the PATHS curriculum), but decreased implementation of other components (the language-literacy components). Sustained intervention effects were evident on most aspects of general teaching quality targeted by the intervention. Implications for practice and policy are discussed.

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Early Childhood Mathematics Education Research

Cited by 562 publications

References 0 publications

Early Numeracy Assessment: The Development of the Preschool Early Numeracy Scales

Early Numeracy Assessment: The Development of the Preschool Early Numeracy Scales

Which preschool mathematics competencies are most predictive of fifth grade achievement?

Sustaining High-Quality Teaching and Evidence-Based Curricula: Follow-Up Assessment of Teachers in the REDI Project

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