NotesFAQContact Us
Search Tips
ERIC Number: EJ864251
Record Type: Journal
Publication Date: 2009-Nov
Pages: 3
Abstractor: ERIC
Reference Count: 22
ISSN: ISSN-0164-775X
"Big Ideas": Missing Pieces in Early Mathematics Assessment
Methe, Scott A.
Communique, v38 n3 p1, 10-11 Nov 2009
When asked about the current state of early mathematics, most educators and school psychologists will readily admit that much more is known about reading. This is especially true when considering instruction for children who struggle to learn. Progress in reading assessment and intervention was advanced by the report of the National Reading Panel (2000), which identifed a coherent set of instructional guideposts known as "big ideas." Currently, when a young learner struggles with understanding the alphabetic code, educators have a robust and consensual research base to reference. Although teaching reading is indeed complex, key ideas such as phonological awareness and the alphabetic principle organize instruction and the development of higher-level knowledge. Despite a robust research base, "big ideas" in beginning mathematics are less evident than those in beginning reading. Without "big ideas" in early mathematics, educational professionals providing instructional services run the risk of inaccurately measuring foundational knowledge. This article synthesizes key ideas to help school psychologists identify useful early mathematics measures that link assessment to instruction. Prior to discussing the link between "big ideas" and assessment, it is important to trace the emergence of these ideas at mutual levels of policy and research.
National Association of School Psychologists. 4340 East West Highway Suite 402, Bethesda, MD 20814. Tel: 301-657-0270; Fax: 301-657-0275; e-mail:; Web site:
Publication Type: Journal Articles; Reports - Descriptive
Education Level: Early Childhood Education; Kindergarten
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A