Universal Screening in Mathematics for the Primary Grades: Beginnings of a Research Base

Gersten, Russell; Clarke, Ben; Jordan, Nancy C.; Newman-Gonchar, Rebecca; Haymond, Kelly; Wilkins, Chuck

doi:10.1177/001440291207800403

Cited by 68 publications

(72 citation statements)

References 41 publications

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“…Reasoning about numerical magnitudes supports students' future arithmetic skills by narrowing the range of possible answers (Booth & Siegler, 2008) and facilitating efficient arithmetic strategies (Geary, Bow-Thomas, & Yao, 1992). In addition, students' ability to compare magnitudes will likely predict their understanding of place value concepts (Gersten, Clarke, Jordan, Newman-Gonchar, & Wilkins, 2012).…”

Section: Students' Understanding Of Magnitudementioning

confidence: 99%

“…In early grades mathematics, robust indicators of students' future performance include components such as quantity comparison, counting (including identifying number patterns), and basic arithmetic facts including word problems. Instead of measuring these skills in isolation, assessment systems that encompass multiple aspects of number sense are stronger predictors of future performance than measures that assess only one aspect of students' number sense (Gersten et al, 2012).…”

Section: Cbm Principles Guiding the Development Of The Egmamentioning

confidence: 99%

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Using an Assessment of Early Mathematical Knowledge and Skills to Inform Policy and Practice: Examples from the Early Grade Mathematics Assessment

Platas¹,

Ketterlin-Geller²,

Sitabkhan³

2016

IJEMST

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This paper describes the development and intended uses of the Early Grades Mathematics Assessment (EGMA), which measures essential early mathematical knowledge and skills that are foundational to more sophisticated mathematical abilities, predictive of later achievement, and teachable. Administering the EGMA can provide policy makers, practitioners, and researchers with information about whether existing educational policies, curricular reforms or programs, and instructional interventions are supporting students in reaching important goals in mathematics. We highlight the utility of the EGMA results in three abbreviated illustrations of implementation studies in low-income countries. Recommendations for policy makers, practitioners, and researchers are provided. Accepted: 30 December 2015 Keywords Mathematics Educational policy International education Assessment IntroductionResearch across the globe has provided evidence on the predictive relationship of early mathematical knowledge and skills on later academic achievement and economic status. Similarly, there has been a growing understanding of the importance of these foundational skills in building and sustaining a democratic society as well as technological capacity at national levels. However, until recently, there have been few efforts to provide valid and reliable population-level assessments of early mathematical knowledge and skills. This manuscript reports on the development and intended uses of the Early Grades Mathematics Assessment (EGMA), an instrument that measures number sense knowledge and skills in the early primary grades. Through snapshots of three implementation studies, we illustrate how policy makers and practitioners can use the EGMA results to evaluate the effectiveness of educational policies, curricular reforms or programs, and instructional practices and interventions. This paper begins with overviews of research on the increasing importance of early mathematics proficiency and current mathematics assessment policies. We follow this with sections that cover the principles underlying the development of the EGMA including the content domains and assessment framework. We then illustrate the uses of the EGMA results through descriptions of three studies and conclude with recommendations for future research, development, and implementation of the EGMA. The Importance of Mathematics ProficiencyFor several decades, children's acquisition of basic reading skills has dominated discussions of interventions in early primary school (Snow, 2002;Thorndike, 1973;UNESCO, 2014). Evidence suggests that if children cannot read by third grade -the point in their education at which they are expected to read text to gain content knowledge in history, language arts, science, and mathematics -they will have difficulty attaining proficiency in reading as well as other content areas (Ball, Paris, & Govinda, 2014). The global response to the importance of reading has resulted in national and international efforts to develop educational policies, curricular refor...

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Section: Students' Understanding Of Magnitudementioning

confidence: 99%

Section: Cbm Principles Guiding the Development Of The Egmamentioning

confidence: 99%

Using an Assessment of Early Mathematical Knowledge and Skills to Inform Policy and Practice: Examples from the Early Grade Mathematics Assessment

Platas¹,

Ketterlin-Geller²,

Sitabkhan³

2016

IJEMST

View full text Add to dashboard Cite

show abstract

“…Magnitude comparison is the ability to discriminate two quantities to point out the largest of both (Gersten et al, 2012), on the condition that the distance or ratio between the quantities is large enough (Halberda & Feigenson, 2008). The precision with which this can be done increases with age until young adulthood (Halberda & Feigenson, 2008).…”

Section: Magnitude Comparisonmentioning

confidence: 99%

Early Numerical Competencies in 4- and 5-Year-Old Children With Autism Spectrum Disorder

Titeca

Roeyers

Desoete

2015

Focus Autism Other Dev Disabl

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Studies comparing mathematical abilities of children with autism spectrum disorder (ASD) and typically developing children are hitherto scarce, inconclusive, and mainly focusing on elementary school children or adolescents. The present study wants to gain insight into the foundation of mathematics by looking at preschool performances. Five early numerical competencies known to be important for mathematical development were examined: verbal subitizing, counting, magnitude comparison, estimation, and arithmetic operations. These competencies were studied in 20 high-functioning children with ASD and 20 age-matched control children aged 4 and 5 years. Our data revealed similar early number processing in children with and without ASD at preschool age, meaning that both groups did not differ on the foundation of mathematics development. Given the pervasiveness and the family impact of the condition of ASD, this is an important positive message for parents and preschool teachers. Implications and several directions for future research are proposed.

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“…Identifying and eventually remediating the core competencies that predict poor school-entry mathematics achievement has the potential to reduce this risk. Indeed, screening tests for early quantitative deficits now exist, and generally focus on children’s implicit and explicit understanding of number and their ability to operate (e.g., count) on these representations (Gersten et al, 2012 for a review). Most of these studies however have focused on predictors of mathematics achievement in kindergarten or later, although there is now some evidence that younger children’s and even infants’ sensitivity to relative magnitude may predict later achievement (e.g., Starr, Libertus, & Brannon, 2013), but this is vigorously debated (below).…”

Section: Introductionmentioning

confidence: 99%

Kindergartners’ fluent processing of symbolic numerical magnitude is predicted by their cardinal knowledge and implicit understanding of arithmetic 2 years earlier

Moore

vanMarle

Geary

2016

Journal of Experimental Child Psychology

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Fluency in first graders’ processing of the magnitudes associated with Arabic numerals, collections of objects, and mixtures of objects and numerals predicts current and future mathematics achievement. The quantitative competencies that support the development of fluent processing of magnitude are not fully understood, however. At the beginning and end of preschool (M = 3 years, 9 months at first assessment; range 3 years, 3 months to 4years, 3 months), 112 (51 boys) children completed tasks measuring numeral recognition and comparison, acuity of the approximate number system, and knowledge of counting principles, cardinality, and implicit arithmetic, and completed a magnitude processing task (number sets test) in kindergarten. Use of Bayesian and linear regression techniques revealed that two measures of preschoolers’ cardinal knowledge and their competence at implicit arithmetic predicted later fluency of magnitude processing, controlling domain general factors, preliteracy skills, and parental education. The results help to narrow the search for the early foundation of children’s emerging competence with symbolic mathematics and provide direction for early interventions.

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Universal Screening in Mathematics for the Primary Grades: Beginnings of a Research Base

Cited by 68 publications

References 41 publications

Using an Assessment of Early Mathematical Knowledge and Skills to Inform Policy and Practice: Examples from the Early Grade Mathematics Assessment

Using an Assessment of Early Mathematical Knowledge and Skills to Inform Policy and Practice: Examples from the Early Grade Mathematics Assessment

Early Numerical Competencies in 4- and 5-Year-Old Children With Autism Spectrum Disorder

Kindergartners’ fluent processing of symbolic numerical magnitude is predicted by their cardinal knowledge and implicit understanding of arithmetic 2 years earlier

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