Factors to Consider while Teaching Early Numeracy Skills in an Inclusive Education Setting

2020 ◽  
Author(s):  
Sheri-Lynn Skwarchuk
Keyword(s):  
Inclusive Education ◽  
Mathematics Learning ◽  
Diverse Learners ◽  
Assessment Practices ◽  
Early Numeracy ◽  
School Career ◽  
School Teaching ◽  
Numeracy Skills ◽  
Mathematics Coursework ◽  
Ongoing Assessment

Developing numeracy skills from the beginning of one’s school career predicts academic achievement and correlates with life satisfaction in adulthood. For these reasons, all students should be afforded a strong early numeracy foundation. In school, teaching practices supporting diverse learners in mathematics should consider individual developmental capabilities and a growth mindset. Students should also be supported by a pedagogically knowledgeable and strengths-based collaborative team and accurate and ongoing assessment practices. With such supports, students may be afforded maximum opportunities to develop solid early numeracy skills, continue their development of conceptual and calculational knowledge in school mathematics coursework, and minimize anxieties regarding mathematics learning.

The Australian Curriculum

2015 ◽  
pp. 161-180
Author(s):  
Karyn Carson ◽  
Peter Walker
Keyword(s):  
Inclusive Education ◽  
Professional Learning ◽  
Learning Opportunities ◽  
Diverse Learners ◽  
Comprehensive Assessment ◽  
Assessment Practices ◽  
Australian Curriculum ◽  
Curriculum Assessment ◽  
Starting Point

A distinct synergy exists between pedagogy, curriculum, assessment, and reporting. The implementation of the new Australian Curriculum F-10 (henceforth abbreviated as “Australian Curriculum”) has provided both opportunities and challenges for ensuring that the needs of diverse learners are strongly addressed within inclusive education settings. This chapter illuminates specific issues related to the comprehensive assessment of diverse learners including national inconsistencies in the provision of accommodations, the use of the general capabilities as a starting point rather than a curriculum adjustment point, and the paucity of resources and professional learning opportunities supporting inclusive assessment practices. Recommendations are provided to demonstrate how educators can achieve effective student-centred assessment practices for diverse learners using the Australian Curriculum across and within different contexts.

scholarly journals Early numeracy performance of South African school beginners

2016 ◽  
Vol 6 (1) ◽  
pp. 8 ◽  
Author(s):  
Pirjo Aunio ◽  
Riikka Mononen ◽  
Lara Ragpot ◽  
Minna Törmänen
Keyword(s):  
South African ◽  
First Graders ◽  
Mathematics Learning ◽  
National Curriculum ◽  
First Grade ◽  
Cross Sectional Study ◽  
Formal Schooling ◽  
Early Numeracy ◽  
Cross Sectional ◽  
Numeracy Skills

Early numeracy skills are highly relevant for children’s mathematics learning at school, especially in the initial years when much mathematics learning relies on early numeracy competence. The aim of this study was to investigate the level of early numeracy skills in a sample of South African children in the first months of formal schooling. In this cross- sectional study, there were 443 first graders (206 girls and 237 boys) from Gauteng Province schools. The mean age of the children was 81.61 months (6 years 10 months) (SD 5.40 months). Their early numeracy skills were measured with the ThinkMath Scale. The main finding of this study was that there were statistically significant differences in early numeracy skills between the children when they started first grade. The differences were related to the home language of the first graders in the English medium schools, as well as the type of school (public vs. private). This article concludes that the numeracy competence of the children from the sample was notably varied in the beginning of their formal schooling, which has implications for teaching in the vastly different classroom populations that are all served by one national curriculum.

Evaluating the Factor Structure and Criterion Validity of the Canadian Little DCDQ: Associations Between Motor Competence, Executive Functions, Early Numeracy Skills, and ADHD in Early Childhood

Assessment ◽  
2021 ◽  
pp. 107319112110039
Author(s):  
Kesha N. Hudson ◽  
Michael T. Willoughby
Keyword(s):  
At Risk ◽  
Factor Structure ◽  
Developmental Coordination Disorder ◽  
The United States ◽  
Parent Report ◽  
Criterion Validity ◽  
Early Numeracy ◽  
Motor Competence ◽  
Numeracy Skills ◽  
Coordination Disorder

The Canadian Little Developmental Coordination Disorder Questionnaire (Little DCDQ-CA) is a parent-report screening instrument that identifies 3- to 4-year-old children who may be at risk for Developmental Coordination Disorder (DCD). We tested the factor structure and criterion validity of the Little DCDQ-CA in a sample of preschool-aged children in the United States ( N = 233). Factor analysis indicated that the DCDQ-CA was best represented by one factor. Using cutoff scores that were proposed by the developer, 45% of the sample was identified as at-risk for DCD. Although a much larger percentage of children was identified as at-risk than would be expected based on the prevalence of formal DCD diagnoses in the population, the Little DCDQ-CA demonstrated good criterion validity. Specifically, compared with their peers, children who exceeded the at-risk criterion demonstrated worse motor competence, executive functioning skills, and early numeracy skills and were rated as having greater ADHD behaviors by their teachers, all consistent with expectations for children who are at risk for DCD. Results are discussed as they relate to future use of the Little DCDQ-CA.

Firm foundations: the effectiveness of an educational psychologist developed intervention targeting early numeracy skills

2015 ◽  
Vol 31 (3) ◽  
pp. 265-278 ◽  
Author(s):  
Ros Somerville ◽  
Kate Ayre ◽  
Daniel Tunbridge ◽  
Katy Cole ◽  
Richard Stollery ◽  
...  
Keyword(s):  
Early Numeracy ◽  
Educational Psychologist ◽  
Numeracy Skills

Linguistic and Experiential Factors as Predictors of Young Children's Early Numeracy Skills

2018 ◽  
pp. 49-72
Author(s):  
Jo-Anne LeFevre ◽  
Ozlem Cankaya ◽  
Chang Xu ◽  
Carolina Jiménez Lira
Keyword(s):  
Early Numeracy ◽  
Numeracy Skills

scholarly journals Predicting Third-Grade Mathematics Achievement: A Longitudinal Investigation of the Role of Early Numeracy Skills

2019 ◽  
Vol 42 (3) ◽  
pp. 161-174
Author(s):  
Allyson J. Kiss ◽  
Gena Nelson ◽  
Theodore J. Christ
Keyword(s):  
Mathematics Achievement ◽  
Mathematics Learning ◽  
First Grade ◽  
Third Grade ◽  
Early Numeracy ◽  
Proficiency Level ◽  
Mathematics Skills ◽  
Early Predictors ◽  
State Test

Despite the vast research on the early predictors of mathematics achievement, little research has investigated the predictors of various domains of mathematics (e.g., geometry, statistics). The purpose of the present study was to examine the predictive relation between first-grade early numeracy and computation skills and third-grade mathematics achievement as measured by a state test. Furthermore, we explored the relations between these measures for students who were Below Proficient and Proficient. Findings suggest that proficiency level matters when examining the relation between mathematics skills. Also, there are different patterns of significant predictors depending on the domain of later mathematics achievement and whether or not reading achievement was considered. Findings are discussed in the context of mathematics learning for students with mathematics difficulty.

En/countering Inclusive Mathematics Education: A Case of Professional Learning

2018 ◽  
Vol 6 (2) ◽  
pp. 52-67 ◽  
Author(s):  
Paulo Tan ◽  
Kathleen King Thorius
Keyword(s):  
Mathematics Education ◽  
Students With Disabilities ◽  
Inclusive Education ◽  
Professional Learning ◽  
Mathematics Teacher ◽  
Teacher Educators ◽  
Mathematics Learning ◽  
Social Forces ◽  
Learning Program ◽  
Teacher Professional

Despite the push for inclusive mathematics education, students with disabilities continue to lack access to, and achievement in, rich mathematics learning opportunities. We assert that mathematics teacher educators have a central role in addressing these contradictions. This role includes enacting facilitative moves during mathematics teacher professional learning to encounter and counter social forces, which we denote in this article as en/counters. As part of a larger study, we explored the extent to which the use of an inclusive education-oriented tool, developed and introduced during a teacher learning program, elicited en/counters that mediated participants' learning toward inclusive mathematics education. We discuss shifts in participants' conversational content and focus on surrounding practices that involved students with disabilities and features of the tool and processes that supported these shifts, including specific facilitative moves that helped redirect deficit-focused conversations.

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