Exploring the Implementation of Early Math Assessments in Kindergarten Classrooms: A Research-Practice Collaboration

Autor/inn/en	McDonald, Jennifer A.; Merkley, Rebecca; Mickle, Jacqueline; Collimore, Lisa-Marie; Hawes, Zachary; Ansari, Daniel
Titel	Exploring the Implementation of Early Math Assessments in Kindergarten Classrooms: A Research-Practice Collaboration
Quelle	In: Mind, Brain, and Education, 15 (2021) 4, S.311-321 (11 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Merkley, Rebecca) ORCID (Hawes, Zachary) ORCID (Ansari, Daniel)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1751-2271
DOI	10.1111/mbe.12293
Schlagwörter	Mathematics Tests; Kindergarten; Research and Development; Theory Practice Relationship; Early Experience; Numeracy; Program Implementation + Suchen Sie Ihr Suchwort? Forschung und Entwicklung; Theorie-Praxis-Beziehung; Frühbeginn; Rechenkompetenz
Abstract	Research in cognitive development has highlighted that early numeracy skills are associated with later math achievement, suggesting that these skills should be targeted in early math education. Here we tested whether tools used by researchers to assess mathematical thinking could be useful in the classroom. This paper describes a collaborative project between cognitive scientists and school board researchers/educators implementing numeracy screeners with kindergarten students over the course of three school years. The Give-N task (Wynn, 1990) was used with first-year kindergarten students and the Numeracy Screener (Nosworthy, Bugden, Archibald, Evans, & Ansari, 2013) with second-year kindergarten students. Results indicated that educators (N = 59) found the tools feasible to implement and helpful for exploring their students' thinking and targeting instruction. The educators' feedback also helped inform improvements to the implementation of the tools and future directions for both the schools and the researchers. This work emphasizes the importance of transdisciplinary collaboration to address the research-practice gap. (As Provided).
Anmerkungen	Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01