id: 06468452
dt: j
an: 2015e.00483
au: Nunes, Terezinha; Bryant, Peter; Evans, Deborah; Barros, Rossana
ti: Assessing quantitative reasoning in young children.
so: Math. Think. Learn. 17, No. 2-3, 178-196 (2015).
py: 2015
pu: Taylor \& Francis (Routledge), Philadelphia, PA
la: EN
cc: F31 F32 C41 C42 D61 D62
ut: quantitative reasoning; mathematical attainment; general cognitive ability;
assessment
ci:
li: doi:10.1080/10986065.2015.1016815
ab: Summary: Before starting school, many children reason logically about
concepts that are basic to their later mathematical learning. We
describe a measure of quantitative reasoning that was administered to
children at school entry (mean age 5.8 years) and accounted for more
variance in a mathematical attainment test than general cognitive
ability 16 months later. We present the testâ€™s subscales, its
test-retest reliability and its specific relationship to a more
advanced mathematical reasoning test, used to assess children aged
seven to nine years, which predicts mathematical achievement at 11 and
14 years, after controlling for IQ and working memory. The use of this
test as an assessment for mathematics learning in preschool or at the
start of primary school could help teachers of young children identify
those who might benefit from specific instruction on quantitative
reasoning in order to prevent difficulties in mathematics learning.
rv: