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ERIC Number: EJ1102189
Record Type: Journal
Publication Date: 2016
Pages: 11
Abstractor: As Provided
Reference Count: 51
ISBN: N/A
ISSN: EISSN-2147-611X
Using an Assessment of Early Mathematical Knowledge and Skills to Inform Policy and Practice: Examples from the Early Grade Mathematics Assessment
Platas, Linda M.; Ketterlin-Geller, Leanne R.; Sitabkhan, Yasmin
International Journal of Education in Mathematics, Science and Technology, v4 n3 p163-173 2016
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.
International Journal of Education in Mathematics, Science and Technology. Necmettin Erbakan University, Ahmet Kelesoglu Education Faculty, Meram, Konya, 42090, Turkey. Tel: +90-505-490-6703; Fax: +90-332-323-6225; e-mail: ijermst@gmail.com; Web site: http://ijemst.com
Publication Type: Journal Articles; Reports - Evaluative
Education Level: Elementary Secondary Education; Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Ghana; Kenya
Identifiers - Assessments and Surveys: Program for International Student Assessment; Trends in International Mathematics and Science Study