The number knowledge of four to five year olds at school entry and at the end of their first year

Suggate, Jennifer; Aubrey, Carol; Pettitt, Deirdre

doi:10.1080/13502939785208101

Cited by 9 publications

(2 citation statements)

References 12 publications

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“…Simner (1984), as mentioned earlier, asked Canadian children with a mean age of 5;6 to copy digits as well as letters. Suggate, Aubrey, and Pettit (1997) showed arrays of different quantities of bricks (from 1 to 10) to 35 children in England aged 4;0 to 5;0 and asked them to put something on paper to show how many bricks there were. The authors reported the number of reversals for each numeral.…”

Section: Datamentioning

confidence: 99%

Similarities among the shapes of writing and their effects on learning

Treiman

Kessler

2011

WL&L

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Writing systems are usually studied in terms of the level of language that they represent, with little attention to the shapes that are used to do so. Those shapes are not random or accidental, however. They tend to be similar to one another within a script. Many of the Latin letters have a roughly vertical stem or hasta with an appendage or coda to the right. This arrangement is more common than one with the coda on the left of the hasta. We present data to show that young children are generally better at copying and writing from memory shapes such as and , which have the typical arrangement with the coda on the right, than those such as and , which do not. The results suggest that children start to learn about the statistics of the letter shapes before they know how or that these shapes represent language.

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Section: Datamentioning
confidence: 99%

Similarities among the shapes of writing and their effects on learning
Treiman
¹
,
Kessler
²

2011
WL&L
48
0
30
0
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“…Suggate, Aubrey, and Pettitt (1997) tested children on rote counting, counting objects, and reading, writing and ordering numbers. Tymms, Merrell, and Henderson's (1997) study of children's development during the first year of school also showed a "massive difference to the attainment of pupils in Reading and Maths" (p. 117), after allowing for pupil background factors.…”

Section: Introductionmentioning
confidence: 99%

Developing formal mathematical assessment for 4- to 8-year-olds
Doig
¹

2005
Math Ed Res J
8
0
5
0
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The assessment of children in their years before school and their first years of school has been, traditionally, informal. Further, assessment of children's mathematical skills at this level has been infrequent compared to social, emotional and physical assessments. However, there are contexts where reliable, valid, standardised data from assessment in mathematics are required. This paper outlines the development of two assessment tools for mathematics that were originally developed for such contexts. Item Response Theory (IRT) analyses enabled the construction of assessment forms that address the range of abilities of 4-to 8-year-old children, and provided the scales used for constructing formative and summative reports of achievement. A description of the development of the assessment tools and the IRT analysis that provides the reporting formats are presented together with some research uses of the tools.This article describes the development of two mathematics assessment tools suitable for use at the pre-school level, where formal assessment is rare. The article also describes how two issues in classroom assessment that challenge the development of assessment tools at this level were overcome. These issues are: the wide range of mathematical understandings of children of this early age; and the need to provide reporting to teachers that will assist in planning for appropriate mathematical learning experiences for the children assessed.The purposes of this article are: to demonstrate the possibilities for standardised assessment in the early years; to show how Item Response Theory (IRT) analyses can provide reporting formats for assisting early years professionals; and to describe some examples of two assessment tools in research contexts. While there are some necessary differences in the detail of these assessment tools, the development of one parallels the other. In some of the following sections both tools are described separately, and in other sections the tools are discussed together. When examples are used, the source assessment tool is indicated.

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Early mathematics development and later achievement: Further evidence
Aubrey
¹
,
Godfrey
²
,
Dahl
³

2006
Math Ed Res J
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122
6
81
0
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There is a growing international recognition of the importance of the early years of schooling as well as an interest being shown in the relationship of early education to later achievement. This article focuses on a cohort of English pupils who have been tracked through primal T school during the first five years of the new National Numeracy Strategy. It reports a limited longitudinal study of young children's early mathematical development, initially within three testing cycles: at the mid point and towards the end of their reception year (at five years of age) and again at the mid point of Year 1 (at six years of age). These cycles were located within the broader context of progress through to the end of Key Stage 1 (at seven years) and Key Stage 2 (at eleven years) on the basis of national standardised assessment tests (SATs). Results showed that children who bring into school early mathematical knowledge do appear to be advantaged in terms of their mathematical progress through primal T school. Numerical attainment increases in importance across the primal T years and practical problem solving remains an important element of this. This finding is significant given the current emphasis on numerical calculation in the English curriculum. It is concluded that without active intervention, it is likely that children with little mathematical knowledge at the beginning of formal schooling will remain low achievers throughout their primal T years and, probably, beyond.

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The number knowledge of four to five year olds at school entry and at the end of their first year

Cited by 9 publications

References 12 publications

Similarities among the shapes of writing and their effects on learning

Similarities among the shapes of writing and their effects on learning

Developing formal mathematical assessment for 4- to 8-year-olds

Early mathematics development and later achievement: Further evidence

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