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ERIC Number: EJ891650
Record Type: Journal
Publication Date: 2010-Jul
Pages: 19
Abstractor: As Provided
Reference Count: 49
ISSN: ISSN-0144-3410
Assessing Preschool Number Sense: Skills Demonstrated by Children Prior to School Entry
Howell, Sally Clare; Kemp, Coral Rae
Educational Psychology, v30 n4 p411-429 Jul 2010
Components of early number sense, as identified in two Delphi studies and in the number sense literature related to mathematics difficulties, were assessed for 176 children in preschools and childcare centres across one local government area in Sydney, Australia, using tasks or modifications of tasks reported in the number sense literature. In addition, the children's receptive vocabulary was measured using "The Peabody Picture Vocabulary Test" (third edition) and math reasoning was measured using "Woodcock-Johnson III Tests of Achievement". Although the children demonstrated a broad range of skills, there were no significant differences between children attending childcare and preschools for any of the measures. However, boys performed significantly better than girls in quantitative concepts and girls performed better than boys in subitising. In discussing the data, a comparison is made of the skills demonstrated by children and skills that were highlighted in the two Delphi studies and in the early number sense literature as being essential components of number sense prior to school entry. Implications for kindergarten mathematics curricula and approaches to the teaching of early number skills are discussed. (Contains 7 tables.)
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Publication Type: Journal Articles; Reports - Evaluative
Education Level: Kindergarten; Preschool Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Australia
Identifiers - Assessments and Surveys: Woodcock Johnson Tests of Achievement