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BackgroundEarly mathematical competencies are foundational for later academical development. There is a need for valid and resource-saving approaches to assess those skills. The House of Numbers (HoN) is a newly developed linear board game that allows the assessment of preschool early mathematical competencies. This article aims to examine aspects of this 24-item screening such as its reliability and validity, and whether it can successfully identify children at risk of developing math difficulties. It also aims to explore children’s perceptions of the game-based HoN compared to a typical preschool math test.MethodsA sample of 147 German preschoolers (Mage = 5 years 10 months, SDage = 5 months) was evaluated with the HoN and with a standard instrument for assessing early mathematical competencies (MARKO-D). Additionally, a subsample of n = 47 children rated their perception of both tools.ResultsThe results speak against an effect of the game-setting on the children’s performance. Regarding the aspects of the reliability and the validity of the HoN, both tools were sensitive to age differences between 5- and 6-year-old children. The high correlation between the two assessments speaks for the convergent validity of the HoN. Furthermore, an item analysis based on the Rasch model showed excellent results for all items of the new game-based approach. The distribution of the items on the logit measurement ruler of the Person-Item Map confirms, with only a few explainable exceptions, the developmental levels of the model the HoN is based on. A high person and item reliability confirm the internal consistency of the HoN. Regarding the diagnostic validity of the HoN, running a receiver operating characteristic curve resulted in a superior discrimination area under the curve. A sample relevant cut-off z-score was specified. Using this score as an indicator of low math performance resulted in high sensitivity, specificity and a high relative improvement over chance index. In addition, children’s explorative assessment of perception speaks in favor of the game-based assessment.ConclusionAll in all, the findings suggest, that the game-based measurement HoN can be a reliable, valid, time-saving, and attractive option for assessing early mathematical competencies in preschool settings.
BackgroundEarly mathematical competencies are foundational for later academical development. There is a need for valid and resource-saving approaches to assess those skills. The House of Numbers (HoN) is a newly developed linear board game that allows the assessment of preschool early mathematical competencies. This article aims to examine aspects of this 24-item screening such as its reliability and validity, and whether it can successfully identify children at risk of developing math difficulties. It also aims to explore children’s perceptions of the game-based HoN compared to a typical preschool math test.MethodsA sample of 147 German preschoolers (Mage = 5 years 10 months, SDage = 5 months) was evaluated with the HoN and with a standard instrument for assessing early mathematical competencies (MARKO-D). Additionally, a subsample of n = 47 children rated their perception of both tools.ResultsThe results speak against an effect of the game-setting on the children’s performance. Regarding the aspects of the reliability and the validity of the HoN, both tools were sensitive to age differences between 5- and 6-year-old children. The high correlation between the two assessments speaks for the convergent validity of the HoN. Furthermore, an item analysis based on the Rasch model showed excellent results for all items of the new game-based approach. The distribution of the items on the logit measurement ruler of the Person-Item Map confirms, with only a few explainable exceptions, the developmental levels of the model the HoN is based on. A high person and item reliability confirm the internal consistency of the HoN. Regarding the diagnostic validity of the HoN, running a receiver operating characteristic curve resulted in a superior discrimination area under the curve. A sample relevant cut-off z-score was specified. Using this score as an indicator of low math performance resulted in high sensitivity, specificity and a high relative improvement over chance index. In addition, children’s explorative assessment of perception speaks in favor of the game-based assessment.ConclusionAll in all, the findings suggest, that the game-based measurement HoN can be a reliable, valid, time-saving, and attractive option for assessing early mathematical competencies in preschool settings.
A common theme of models of conceptual growth is to establish the hierarchical structures of abilities that can be interpreted along developmental lines. Integrating the literature on the development of mathematical concepts and skills in children, a comprehensive 6 level model for describing, explaining and predicting the development of key numerical concepts and arithmetic skills from age 4 to 8, is proposed. Two studies will be presented. In the first study, 1095 preschool children completed a mathematics test (MARKO-D0) based on a 5-level model. The test fitted with a one-dimensional Rasch model. The extension of the model to a sixth level was verified in a new study: 312 first-graders took part in a mathematics test based on the six levels (MARKO-D1). In order to check whether the data of both samples adhered to the principle of unidimensionality, the data of MARKO-0 and MARKO-1 were used in a common analysis for comparative purposes. The applicability of these findings for a qualitative diagnostics and an adaptive training will be discussed.
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