Assess Arabic numeral identification and symbolic magnitude estimation to identify children likely to struggle with math¶

Strategy · All strategies
Evidence · 5 claims (5 for) · 4 studies (3 associational, 1 review), q3 · 1 of 4 report an effect size · 5 claims rest on one study

Description¶

The article recommends early identification of math risk through assessment of symbolic number skills, given their robust longitudinal prediction across the ability range. It states that "assessment of Arabic numerals and number estimations would be useful in helping to identify children who are likely to struggle with math skills." This applies to kindergarten screening in early elementary settings.

Design Implications¶

Context¶

Requirements¶

• Assessment of symbolic number identification and symbolic magnitude comparison in kindergarten, before grade 1 math instruction

Constraints¶

• The study did not classify children as having math difficulty or disability, so identification of risk status specifically is stated as needing further study

Target Learners¶

• Kindergarten and grade 1 students

Target Learning Goals¶

• Early mathematics skills including computation, fluency, and problem solving

Claims¶

• Kindergarten symbolic number variables uniquely predict grade 1 math outcomes over and above counting and domain general predictors [+W]
• Symbolic number predictors account for substantial additional variance in grade 1 math outcomes beyond counting and domain general predictors [+W]
• Number line estimation and numerical magnitude comparison correlate with mathematics achievement (r = .24 to .44), with number line estimation more strongly related in older children [+W]
• Visuo-motor integration and Arabic-numeral knowledge also longitudinally predict kindergarten arithmetic [+W]
• Symbolic numerical magnitude comparison has a more unique association than number line estimation with children's speed on indirect-addition subtraction items [+W]

Related Strategies¶

• Use the SYMP Test as a quick screening measure to identify children at risk for mathematical difficulties or dyscalculia
• Early identification battery for children at risk for long-term mathematics difficulties

Examples¶

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Key Sources¶

• Martin Rebecca B., Cirino Paul T., Sharp Carla, Barnes Marcia. (2014). Number and counting skills in kindergarten as predictors of grade 1 mathematical skills. Learning and Individual Differences. https://doi.org/10.1016/j.lindif.2014.05.006