NotesFAQContact Us
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ1116848
Record Type: Journal
Publication Date: 2016-Nov
Pages: 9
Abstractor: As Provided
ISSN: ISSN-1863-9690
Revealing and Capitalising on Young Children's Mathematical Potential
English, Lyn D.
ZDM: The International Journal on Mathematics Education, v48 n7 p1079-1087 Nov 2016
With ongoing concerns about environments that push teachers toward increasingly structured assessments, thus reducing opportunities to observe young learners' mathematical capabilities, the publication of this special issue on formative assessment is especially significant and timely. The articles illustrate how we cannot rely solely on standardized achievement tests to determine learners' actual mathematical competencies, or to determine their learning potential, or to fully identify possible areas in need of further development. In this commentary I first consider some of the important issues examined in the articles and then turn to Ginsburg's general principles listed in his opening article. These principles are particularly helpful in not only guiding early assessment but also in providing quality mathematics education to young children. Building on ideas featured in this issue, I offer suggestions for how we might reveal and capitalise on young children's mathematical talents. Examples from analogical and mathematical reasoning, spatial and numerical relations, numerical problem solving and posing, and combinatorial reasoning are presented.
Springer. 233 Spring Street, New York, NY 10013. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-348-4505; e-mail:; Web site:
Publication Type: Journal Articles; Reports - Descriptive; Opinion Papers
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A