Morehead State University
Assessment of Early Numeracy
Institution
Morehead State University
Faculty Advisor/ Mentor
Edna Schack
Abstract
The focus of this research project was the development of the skills of early numeracy (the awareness of relationships and patterns that make up the foundation of mathematics) through specific small group instruction strategies. To gather this data a class of first grade students was assessed using the Student Numeracy Assessment Progressions (SNAP) mathematical interviews. The SNAP assessment includes six categories of early numeracy: counting forwards, counting backwards, grouping, identifying numerals, sequencing, and addition and subtraction. Professional noticing was used to place each student on a six point scale to indicate their level of understanding. The strategies of attending, interpreting, and deciding are essential to professional noticing and were implemented during the diagnostic interviews. Attending refers to seeing the strategies used by students to solve the problems. Interpreting is an awareness of the child’s abilities and understandings in the context of the mathematics. Deciding refers to asking appropriate questions to reach a deeper understanding of the students’ knowledge and making instructional decisions. Following the SNAP assessments a group of children in need of intervention in early numeracy was identified. A set of pre-planned strategies focused on a few specific early numeracy categories was implemented with this small group. A matched group with similar pre-assessment scores did not receive any intervention. All of the students were assessed again to determine their improvement in relation to the strategies implemented. The changes in scores following the treatment period were analyzed to indicate the effectiveness of the targeted strategy intervention.
Assessment of Early Numeracy
The focus of this research project was the development of the skills of early numeracy (the awareness of relationships and patterns that make up the foundation of mathematics) through specific small group instruction strategies. To gather this data a class of first grade students was assessed using the Student Numeracy Assessment Progressions (SNAP) mathematical interviews. The SNAP assessment includes six categories of early numeracy: counting forwards, counting backwards, grouping, identifying numerals, sequencing, and addition and subtraction. Professional noticing was used to place each student on a six point scale to indicate their level of understanding. The strategies of attending, interpreting, and deciding are essential to professional noticing and were implemented during the diagnostic interviews. Attending refers to seeing the strategies used by students to solve the problems. Interpreting is an awareness of the child’s abilities and understandings in the context of the mathematics. Deciding refers to asking appropriate questions to reach a deeper understanding of the students’ knowledge and making instructional decisions. Following the SNAP assessments a group of children in need of intervention in early numeracy was identified. A set of pre-planned strategies focused on a few specific early numeracy categories was implemented with this small group. A matched group with similar pre-assessment scores did not receive any intervention. All of the students were assessed again to determine their improvement in relation to the strategies implemented. The changes in scores following the treatment period were analyzed to indicate the effectiveness of the targeted strategy intervention.