Assessing Quantitative Reasoning in Young Children

Autor/inn/en	Nunes, Terezinha; Bryant, Peter; Evans, Deborah; Barros, Rossana
Titel	Assessing Quantitative Reasoning in Young Children
Quelle	In: Mathematical Thinking and Learning: An International Journal, 17 (2015) 2-3, S.178-196 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1098-6065
DOI	10.1080/10986065.2015.1016815
Schlagwörter	Young Children; Thinking Skills; Logical Thinking; Concept Formation; Mathematical Concepts; Mathematical Logic; Elementary School Students; Mathematics Skills; Mathematics Achievement; Intelligence Quotient; Short Term Memory; Prediction; Age Differences; Mathematics Instruction; Addition; Subtraction; Multiplication; Longitudinal Studies; Foreign Countries; Mathematics Tests; Cognitive Ability; Statistical Analysis; Gender Differences; United Kingdom; British Ability Scales + Suchen Sie Ihr Suchwort? Frühe Kindheit; Denkfähigkeit; Concept learning; Begriffsbildung; Mathematical logics; Mathematische Logik; Mathmatics achievement; Mathematics ability; Mathematische Kompetenz; Mathmatics sikills; Mathematical ability; Intelligenzquotient; Kurzzeitgedächtnis; Vorhersage; Age; Difference; Age difference; Altersunterschied; Mathematics lessons; Mathematikunterricht; Subtraktion; Multiplikation; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Ausland; Statistische Analyse; Geschlechterkonflikt; Großbritannien
Abstract	Before starting school, many children reason logically about concepts that are basic to their later mathematical learning. We describe a measure of quantitative reasoning that was administered to children at school entry (mean age 5.8 years) and accounted for more variance in a mathematical attainment test than general cognitive ability 16 months later. We present the test's subscales, its test-retest reliability and its specific relationship to a more advanced mathematical reasoning test, used to assess children aged seven to nine years, which predicts mathematical achievement at 11 and 14 years, after controlling for IQ and working memory. The use of this test as an assessment for mathematics learning in preschool or at the start of primary school could help teachers of young children identify those who might benefit from specific instruction on quantitative reasoning in order to prevent difficulties in mathematics learning. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01