
06468452
j
2015e.00483
Nunes, Terezinha
Bryant, Peter
Evans, Deborah
Barros, Rossana
Assessing quantitative reasoning in young children.
Math. Think. Learn. 17, No. 23, 178196 (2015).
2015
Taylor \& Francis (Routledge), Philadelphia, PA
EN
F31
F32
C41
C42
D61
D62
quantitative reasoning
mathematical attainment
general cognitive ability
assessment
doi:10.1080/10986065.2015.1016815
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 test's subscales, its testretest 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.