“Early Mathematical Competence Test-R”: A Multimedia Tool for Assessing the Early Mathematical Competence
DOI:
https://doi.org/10.37467/gka-revtechno.v2.1279Keywords:
Early Math, Early Numeracy Test-R, assessment, mathematical difficulties, number senseAbstract
Using a computerized task as an assessment procedure may have advantages over the pencil-and-paper tradi-tionalway. The motivational variable associated to computerized tasks can involve a higher functionality results. Com-puterized tool also can measure a higher range of variables such as response time, error and correct responses, etc. We present the Early-Numeracy-Test-R adapted from a paper and pencil assessment tool. In amultimedia environment, we assessed several components involved in the development of mathematical competence in school-age children of 4-7 years. This kind of measurement provides information about the relational and cognitive components implicit in early mathematical development. It also allowed prediction for children in risk of mathematical learning difficulties. This may encourage processes of prevention and early intervention of mathematical learning difficulties. The tool was developed in a multimedia environment in Flash, using Php for storing data.
References
Aguilar, M., Ramiro, P. & López, J. M. (2002). “Conocimiento numérico en una muestra de niños y niñas de cinco años”. Comunicación presentada al II Congreso Internacional de Educación Infantil. Granada, 19-21 de Marzo de 2002.
Arnold, D.H., Fisher, P., Doctoroff, G. & Dobbs, J. (2002). “Accelerating math development in Head Start classrooms”. Journal of Educational Psychology , 94, 762-770. doi:10.1037/0022-0663.94.4.762
Aubrey, C. & Godfrey, R. (2003). “The development of children’s early numeracy through Key Stage 1”. British Educational Research Journal , 29, 821-840. doi:10.1080/0141192032000137321
Aunio, P., Hautamäki, J., Heiskari, P., & Van Luit, J. E. H. (2006). The early numeracy test in finnish: Children's norms. Scandinavian Journal of Psychology, 47, 369-378. doi:10.1111/j.1467-9450.2006.00538.x
Bermejo, V., Morales, S. & García de Osuna, J. (2004). “Supporting children’s developing understanding cardinality”. Learning and Instruction , 14, 381-389. doi:10.1016/j.learninstruc.2004.06.010
Bell, V. (2007). Online information, extreme communities and internet therapy: Is the internet good for our mental health? Journal of Mental Health, 16, 445-457. doi:10.1080/09638230701482378
Bryant, P. & Nunes, T. (2002). “Children’s understanding of mathematics”. En U. Goswami (Ed.), Blackwell handbook of childhood cognitive development (pp. 412-439). Malden: Blackwell.
Childress, C. (2001). “Internet psychology: Defining the parameters of a new field”. Dissertation Abstracts International: Section B: The Sciences & Engineering , 61(11-B), 6127.
Griffin, S. & Case, R. (1996). Evaluating the breadth and depth of training effects when central conceptual structures are taught”. Society for Research in Child Development Monographs, 59, 90-113.
Griffin, S., Case, R., & Capodilupo, A. (1995). “Teaching for understanding: The importance of central conceptual structures in the elementary mathematics curriculum”. In A. McKeough, I. Lupert, and A. Marini (Eds.), Teaching for transfer: Fostering generalization in learning (pp. 121-151). Hillsdale, NJ: Erlbaum. Ley Orgánica de Educación 2/2006 del 3 de Mayo. BOE-A-2006-7899. BOE número 106 de 4/5/2006, páginas 17158 a 17207.
De la Fuente, J. & Trujillo, T.M. (2005). DIMEPEA, Utilidad on-line para el Diseño, Desarrollo y Mejora del proceso de Enseñanza-Aprendizaje.: Education & Psychology , Almería: Spain. www.education-psychology.com/e-publishing .
Dosil, J. & García-Prieto, D. (2004). “Asesoramiento On-Line en Psicología del Deporte”. Cuadernos de Psicología del Deporte . 4, 19-28.
Fingeld, D. L. (2000). Therapeutic groups online: The good, the bad, and the unknown. Issues in Mental Health Nursing, 21, 241-255. doi:10.1080/016128400248068
Fuchs, L. S., Compton, D. L., Fuchs, D., Paulsen, K., Bryant, J. D., & Hamlett, C. L. (2005). The prevention, identification, and cognitive determinants of math difficulty. Journal of Educational Psychology, 97(3), 493-513. doi:10.1037/0022-0663.97.3.493
Haker, H., Lauber, C. & Rossler, W. (2005). “Internet forums: A self-help approach for individuals with schizophrenia?”. Acta Psychiatra Scandinava , 112, 474-477. doi:10.1111/j.1600-0447.2005.00662.x
King, S. A & Moreggi, D. (1998). “Internet therapy and self help groups - the pros and cons”. In J. Gackenbach (Ed.), Psychology and the Internet: Intrapersonal, Interpersonal and Transpersonal Implications (pp. 77-109). San Diego, CA: Academic Press.
Miranda Casas, A., & Gil Llario, M. D. (2002). “La actuación preventiva en educación infantil: el concepto de número”. En J. N. García-Sánchez. (Coord.), Aplicaciones de Intervención Psicopedagógica (pp. 161-171). Madrid: Pirámide.
Navarro, J. I., Aguilar, M., Alcalde, C., Marchena, E., Ruiz, G., Menacho, I., & Sedeño, M. G. (2009). “Estimación del aprendizaje matemático mediante la versión española del test de evaluación matemática temprana de Utrecht”. European Journal of Education and Psychology , 2, 131-143.
Navarro, J. I., Aguilar, M., Marchena, E., Ruiz, G., Menacho, I. & Van Luit, H. (2012). “Longitudinal study of low and high achievers in early mathematics”. British Journal of Educational Psychology , 82, 28-41. doi:10.1111/j.2044-8279.2011.02043.x
Rico, L. y Lupiánez, J. (2008). Competencias matemáticas desde una perspectiva curricular. Madrid: Alianza Editorial.
Robson, D. & Robson, M. (2000). “Ethical issues in Internet counselling”. Counselling Psychology Quarterly, 13, 249-257. doi:10.1080/09515070010037911
Ybarra M & Eaton W.W. (2005). “Internet-based mental health interventions”. Mental Health Services Research. 7(2): 75-87. doi:10.1007/s11020-005-3779-8
Van de Rijt, B. A. M. & Van Luit, J. E. H. (1998). “Effectiveness of the Additional Early Mathematics program for teaching children early mathematics”. Instructional Science, 26, 337-358. doi:10.1023/A:1003180411209
Van de Rijt, B. A. M., Van Luit, J. E. H. & Pennings, A. H. (1999). “The construction of the Utrecht Early Mathematical Competence Scales”. Educational and Psychological Measurements, 59, 289-309.
