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ERIC Number: EJ891846
Record Type: Journal
Publication Date: 2010
Pages: 17
Abstractor: As Provided
Reference Count: 63
ISSN: ISSN-0279-6015
Number Sense in Kindergarten: A Factor-Analytic Study of the Construct
Lago, Rachel M.; DiPerna, James Clyde
School Psychology Review, v39 n2 p164-180 2010
Number sense skills provide the foundation for the acquisition of higher order mathematical skills and concepts. However, there is disagreement over the definition of number sense, the specific skills that make up the construct, and the psychometric properties of measures used to assess these skills. In the current study, 10 brief tasks hypothesized to assess facets of number sense were administered to a sample of 218 kindergarten students. Exploratory factor analysis demonstrated that a two-factor model best fit the data, with the first factor consisting of number-related skills and the second factor consisting of rapid naming skills. Implications for conceptualizing the number sense construct and measuring number sense skills in young children are discussed. (Contains 5 tables and 1 footnote.)
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 - Research
Education Level: Elementary Education; Kindergarten
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A