Construction and Evaluation of a Number Sense Test With Head Start Children.

By Elena V. Malofeeva, J. Day, Ximena Saco, Laura Young, D. Ciancio. 2004

119 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology, Statistics and Probability

View Paper: https://www.semanticscholar.org/paper/9a0700a01c895c1fca7a9681237ffc37e61c0c98

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

In Developmental and Educational Psychology

In Statistics and Probability

Citations in the corpus

Identifying Opportunities for Grade One Children to Acquire Foundational Number Sense: Developing a Framework for Cross Cultural Classroom Analyses (2015, background): “FONS-aware children recognise number symbols and know associated vocabulary and meaning (Malofeeva et al. 2004).”
Promoting broad and stable improvements in low-income children's numerical knowledge through playing number board games. (2008, background): “Malofeeva et al. (2004) found that this type of intervention led to improvements in counting and numeral identification but not to improvement on tasks that assessed understanding of numerical magnitudes, including numerical magnitude comparison.”
Number Sense in Kindergarten: A Factor-Analytic Study of the Construct (2010, methodology): “Examples of these tests include the Number Knowledge Test (Okamoto & Case, 1996), the Number Sense Test (Malofeeva et al., 2004), the Test of Early Mathematics Ability, Third Edition (Ginsburg & Baroody, 2003), Preschool Math Curriculum-Based Measurement (VanDerHeyden et al.”
Math Shelf: A Randomized Trial of a Prekindergarten Tablet Number Sense Curriculum (2016, methodology): “These items were similar to nine items Malofeeva et al. (2004) developed called Number-Object Correspondence Task 3.”
Assessing preschool number sense: skills demonstrated by children prior to school entry (2010, background): “Number magnitude is a recurring theme in the early number sense literature (Griffin, 2003; Griffin et al., 1994; Laski & Siegler, 2007; Malofeeva et al., 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…”
Playing linear number board games—but not circular ones—improves low-income preschoolers’ numerical understanding. (2009, background): “Other experimental interventions have also produced improvements in young children’s numerical knowledge (e.g., Malofeeva et al., 2004).”
Early Math Matters: Kindergarten Number Competence and Later Mathematics Outcomes (2009, background): “There is growing consensus that many mathematics difficulties in elementary school can be traced to weaknesses in basic whole number competencies, that is, in understanding the meaning of numbers and number relationships (e.g., Gersten, Jordan, & Flojo, 2005; Malofeeva, Day, Saco, Young, & Ciancio,”
An Exploratory Look at the Relationships Among Math Skills, Motivational Factors and Activity Choice (2013, background): “Math Skills The sequence and development of young children’s skills in mathematics have been well specified (e.g., Baroody et al. 2006), especially for number sense, which can be defined as ‘‘an understanding of what numbers mean and of numerical relationships’’ (Malofeeva et al. 2004, p. 648).”