Using Measures of Number Sense to Screen for Difficulties in Mathematics: Preliminary Findings

By David J. Chard, Ben Clarke, S. Baker, J. Otterstedt, Drew H. Braun, Rachell Katz. 2005

179 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology, Education, Statistics and Probability

View Paper: https://www.semanticscholar.org/paper/09699eae4b5f9ba6eb022c7381cc84a2e00c0ee7

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In Developmental and Educational Psychology

In Education

In Statistics and Probability

Citations in the corpus

The Logarithmic-To-Linear Shift: One Learning Sequence, Many Tasks, Many Time Scales (2009, background): “Moreover, early estimation skill predicts later success in mathematics (Chard et al., 2005; Jordan, Kaplan, Olah, & Locuniak, 2006).”
Synthesis of IES Research on Early Intervention and Early Childhood Education. NCSER 2013-3001. (2013, unknown): “102 Chard et al. (2008); Chard et al. (2005); Chard, Ketterlin-Geller, and Jitendra (2008); Clarke, Baker, and Chard (2008).”
Rethinking Response to Intervention at Middle and High School (2010, unknown): “, Chard et al., 2005; Clarke & Shinn, 2004; Lembke & Foegen, 2006). Even so, such measures produce large percentages of false positives: children who fail the quantity discrimination screen but develop adequately without secondary prevention (e.g., Fuchs, Fuchs, Compton, Bryant, Hamlett, & Seethaler”
Identifying Early Numeracy Indicators for Kindergarten and First–Grade Students (2009, background): “…(Joyce & Wolk-ing, 1987; VanDerHeyden et al., 2001), oral counting (Chard et al., 2005; Clarke & Shinn, 2004; Clarke et al., 2008; Daly et al., 1997; Joyce & Wolking, 1987), and naming numbers (Chard et al., 2005; Clarke & Shinn, 2004; Clarke et al., 2008; Daly et al., 1997; Joyce & Wolking, 1987).”
Assessing preschool number sense: skills demonstrated by children prior to school entry (2010, background): “, 2004; Ramani & Siegler, 2008) as is the mental number line often measured by the ability to count on from a given number and the ability to provide the number both after and before a given number (Chard et al., 2005; Griffin, 2003; Griffin et al., 1994).”
Number Sense in Kindergarten: A Factor-Analytic Study of the Construct (2010, methodology): “Chard et al. (2005) examined the concurrent validity of a similar Quantity Discrimination task for kindergarten students.”
Validation and Decision Accuracy of Early Numeracy Skill Indicators (2008, background): “Based on an extensive literature review, a set of four measures were constructed to operationalize kin- dergarten mathematics knowledge, often referred to as “number sense” (Chard et al., 2005; Clarke & Shinn, 2004; Clements, 2004; Clements et al., 2004).”
Universal Screening in Mathematics for the Primary Grades: Beginnings of a Research Base (2012, background): “Seethaler and Fuchs (2010) administered a single proficiency measure, a magnitude comparison (Chard et al., 2005), and a multiple proficiency measure (the Number Sense, created by the authors) in September and May of kindergarten.”
Preliminary Evidence of the Technical Adequacy of the Preschool Numeracy Indicators (2006, methodology): “Tasks requiring children to count forward orally from the number 1 were included in 4 studies (Chard et al., 2005; Clarke & Shinn, 2004; Daly et al., 1997; VanDerHeyden et al., 2004).”
Early Math Matters: Kindergarten Number Competence and Later Mathematics Outcomes (2009, background): “In fact, Chard et al. (2005) used a number knowledge test as a marker for achievement in first grade, one that assesses the same constructs as the number measures that were used in kindergarten.”
The Effects of Tier 2 Intervention on the Mathematics Performance of First-Grade Students who are at Risk for Mathematics Difficulties (2008, methodology): “Measures for screening and progress monitoring are increasingly available for schools (e.g., B. Bryant, Bryant, Gersten, Wagner, Roberts, Kim et al., 2008; Chard et al., 2005; L. Fuchs et al., 2007; VanDerHeyden, Witt, Naquin, & Noell, 2001) to identify students at risk.”
Intervention for First Graders With Limited Number Knowledge (2015, background): “Concurrent and predictive validity coefficients range from 0.64 to 0.67 (Chard et al., 2005) on the Stanford Early School Assessment Test—”
Effects of an Adaptive Game Intervention on Accessing Number Sense in Low-Socioeconomic-Status Kindergarten Children (2009, background): “Notwithstanding, several recent studies suggest that children's early number sense (at least as defined in this broader way) is an important predictor of later math performance (Chard et al., 2005; Jordan, Kaplan, Olah, & Locuniak, 2006).”