Drawing from the developmental and cognitive mathematics literature, the purpose of this study was to investigate the reliability, validity, and diagnostic utility of a widely-researched number line task in kindergarten. Specifically, the Number Line Assessment 0-100 (NLA 0-100) as compared to an established kindergarten screening measure was…

Although the complexity of children's number learning is recognized, trade books about number have been treated as a simple, undifferentiated set. This analysis of 186 children's books, however, categorized a distinct subset of books about number as "counting books." These counting books were complex with regard to portrayal of counting…

We share a subset of the 41 underlying strategies that comprise five ways of reasoning about integer addition and subtraction: formal, order-based, analogy-based, computational, and emergent. The examples of the strategies are designed to provide clear comparisons and contrasts to support both teachers and researchers in understanding specific…

This research synthesizes studies that used a Digitalized Interactive Component (DIC) to assess K-12 student mathematics performance during Computer-based-Assessments (CBAs) in mathematics. A systematic search identified ten studies that categorized existing DICs according to the tools that provided language assistance to students and tools that…

The purpose of the current study was to examine dimensionality and concurrent validity evidence of the EARLI numeracy measures (DiPerna, Morgan, & Lei, 2007), which were developed to assess key skills such as number identification, counting, and basic arithmetic. Two methods (NOHARM with approximate chi-square test and DIMTEST with DETECT…

This article describes a comprehensive and novel approach to assessment in early numeracy. Topics include the significance of early numeracy, developing a nomenclature for early numeracy, and describing the context for the development of this approach to assessment. The largely unrealised importance of numerals and numeral sequences in early…

When observing children playing rhythm echoes with percussion instruments it was noticed that they can repeat a certain number of sounds accurately and that this number increases depending on the children's age and musical experience. It was thought likely that this number has a direct correlation not only with the children's stage of motor…

Research Findings: A total of 72 Head Start children (M age = 53.26 months, SD = 5.07) were randomly assigned to 4 conditions. Some were taught the oddity principle (choosing the object that differs from others in a group) and seriation (ordering objects on a dimension and inserting new objects into such orders), which are forms of thinking that…

A good deal of research is beginning to support the idea of emergent mathematics and that, much as with reading, children begin to learn mathematics from the day they are born. Infants and toddlers begin to notice relationships as they interact with their parents or primary caregivers through songs, rocking, and other verbal and nonverbal…

Previous research has reported that children's numerical equivalence judgments are affected by surface similarity and counting ability (e.g. Mix, Huttenlocher, & Levine, 1996; Siegel, 1973), a pattern that suggests categorization processes play a role in numerical development. However, because these studies involved memory for sets, large set…

Noting that current research on childrens mathematical development does not adequately detail how toddlers represent small numbers and the role that number words play in the development of number understanding, this study used a combination of methods to examine mathematical development in one toddler. Underlying the study was an Integrated Model…