Work

Exploring the Added Value of a Number Line Assessment for Kindergarten Mathematics Screening

Year: 2021

Type: dissertation

Abstract: Despite the importance of mathematical understanding for academic and occupational success, students in the United States are not meeting necessary levels of mathematics achievement. Multi-tiered systems of support (MTSS) provide a framework for schools to allocate resources to best support students. Universal screening, a key element of MTSS, employs brief assessments of critical academic skills to identify at-risk students. Despite advances in the screening for reading risk, research in mathematics screening is lacking. Current early numeracy screeners target number sense with mixed results. The mental number line is a potential construct for developing more advanced screening measures. The mental number line is a key developmental construct around which students organize their thinking and draw upon when working with elementary mathematics topics. The current study will explore the promise of using a number line assessment as part of a mathematics screening battery to identify students at risk.

Source: Scholars' Bank (University of Oregon)

Author: David Furjanic

Language: English

Topic: Cognitive and developmental aspects of mathematical skills

Subfield: Developmental and Educational Psychology

Field: Psychology

Domain: Social Sciences

SDGs: Quality education, Good health and well-being

Open Access status: green

Funders: U.S. Department of Education, University of Oregon, Institute of Education Sciences

Awards: Early Learning in Mathematics: A Prevention Approach, G6383087295, Early Learning in Mathematics: Efficacy in Kindergarten Classrooms

OpenAlex ID: W3201553749

Cites: 88

Cited by:

Related to: 10