Studies relying exclusively on the Applied Problems subtest are likely to miss small but meaningful influences on early math achievement because the measure is less sensitive to variation among young children¶

Claim · All claims
Evidence · 1 study · associational r3 · q2
Currency · newest study 2016 · not yet checked against its sources · not reviewed by a person · overdue for a recheck since 2019: tool and model accuracy changes quickly

Subclaims¶

q2 i? The authors argue the ECLS-K Math battery's routing to ability levels, wider domain coverage, and lower stability made it more sensitive, so Applied Problems-only studies may miss small moderation effects. → Blair 2016

Evidence¶

Blair 2016¶

Blair, Clancy; McKinnon, Rachel D.; the Family Life Project Investigators. (2016). Moderating effects of executive functions and the teacher–child relationship on the development of mathematics ability in kindergarten. Learning and Instruction, 41, 85–93. https://doi.org/10.1016/j.learninstruc.2015.10.001

q2 · i? · associational · r3

The authors' interpretation in the Discussion (§4.2) of the measure-discrepancy finding: unlike Applied Problems, the ECLS-K Math battery routes children to distinct ability levels and covers more domains, giving lower stability and more room to detect small effects.

"Our findings, however, indicate that studies that rely exclusively on the Applied Problems subtest, a widely used measure of mathematics ability in children, are likely to miss small but meaningful influences on math achievement."

Discussion¶

Related Claims¶

• Executive function at 48 months moderates the preschool-to-kindergarten development of math ability on the ECLS-K Math battery but not the Applied Problems subtest — a narrower finding that bears on this claim
• Traditional on-demand standardized tests pose problems when used to assess the achievement of young children in preschool program evaluations. — a broader claim this one bears on
• Preschool executive function positively predicts kindergarten math on both measures, while teacher–child relationship quality shows only a trend-level main effect on ECLS-K Math and none on Applied Problems — related
• Preschool math ability significantly predicts kindergarten math ability on both the ECLS-K Math battery and the Applied Problems subtest — related
• Quality of the kindergarten teacher–child relationship moderates the preschool-to-kindergarten development of math ability on the ECLS-K Math battery but not the Applied Problems subtest — related
• For children with low preschool math ability, higher executive function and more positive teacher relationships are associated with higher-than-expected kindergarten math, with the preschool–kindergarten association stronger among children low in these moderators — related
• The article attributes the discrepancy with inspection-time studies to methodology, arguing standardized measures are sensitive enough to detect processing speed deficits in ASD — related
• Targeted instruction in number and operations improves young children's early math achievement, with a moderate level of supporting evidence — related
• Most early maths measurement tools target number and arithmetic skills, with less than half covering shape, space, and measure — related