Beschreibung
Accurate assessment of preschool children is challenging, with studies of dynamic measures of early math performance missing from the field. Therefore, curriculum-based measures that inform planning and instructional decisions are of particular interest. The purpose of this research was to evaluate a constructivist mathematics curriculum-based measure (MCBM) for assessing number sense in preschool children. The hypothesis was that six measurable variablesquantification level, counting skills, set comparison, numeral recognition, combining sets, and patterningwould make significant contributions to the latent construct of number sense. The measurement tool was an interactive game consisting of teddy bear counters and a series of cards in a standardized order, played between assessor and a child. The sample consisted of 108 children, ages 3-5 years. Confirmatory factor analysis, used to evaluate the hypothesized model, indicated a good model fit: 2(3,N=108)=4.246, p=.236; NFI=.990; CFI=.997; and RMSEA=.062. Standardized path coefficients ranged from.71 to.88. The results suggest that the MCBM was a valid and reliable measure of number sense for this sample.
Autorenporträt
Dr. Sally Moomaw, Associate Professor of Early Childhood Education, University of Cincinnati, USA, specializes in early math/science education. She has authored 15 books on early childhood education, including Teaching Mathematics in Early Childhood and Teaching STEM in the Early Years. Her research appears in peer-reviewed journals.
Herstellerkennzeichnung:
BoD - Books on Demand
In de Tarpen 42
22848 Norderstedt
DE
E-Mail: info@bod.de
