Assessment of Computation Competence and Non-Count Strategy Use in Addition and Subtraction in Grade 1
Computation competence (CC) in simple addition and subtraction using non-counting (NC) strategies is an important learning objective in Grade 1 mathematics but many children, especially low achievers in mathematics, struggle to acquire these skills. To provide these students with the support they ne...
Saved in:
| Main Authors: | , , |
|---|---|
| Format: | Article |
| Language: | English |
| Published: |
PsychOpen GOLD/ Leibniz Insitute for Psychology
2024-04-01
|
| Series: | Journal of Numerical Cognition |
| Subjects: | |
| Online Access: | https://doi.org/10.5964/jnc.12633 |
| Tags: |
Add Tag
No Tags, Be the first to tag this record!
|
| _version_ | 1846135901486317568 |
|---|---|
| author | Delia Leuenberger Elisabeth Moser Opitz Noemi Gloor |
| author_facet | Delia Leuenberger Elisabeth Moser Opitz Noemi Gloor |
| author_sort | Delia Leuenberger |
| collection | DOAJ |
| description | Computation competence (CC) in simple addition and subtraction using non-counting (NC) strategies is an important learning objective in Grade 1 mathematics but many children, especially low achievers in mathematics, struggle to acquire these skills. To provide these students with the support they need, it is important to have valid and reliable tools for assessing progress in CC and NC strategy use. Developing an assessment instrument for use in Grade 1, when some children start the year unable to solve any problems, is challenging, as is ensuring measurement invariance over a school year when children generally make large achievement gains. This paper presents a new assessment tool for CC and NC strategy use in Grade 1 that was tested in a longitudinal study with N = 1,017 children. Analyses using the Rasch model revealed acceptable mean square scores (MNSQ 0.83 – 1.20). Warm’s Weighted Likelihood Estimate (WLE) reliability scores were acceptable (pre-test .77; post-test .87). Measurement invariance over time was given. The instrument is promising for assessing CC and NC strategy use efficiently and accurately in Grade 1. |
| format | Article |
| id | doaj-art-8a55fea66a6448038538c6b7f12d8b81 |
| institution | Kabale University |
| issn | 2363-8761 |
| language | English |
| publishDate | 2024-04-01 |
| publisher | PsychOpen GOLD/ Leibniz Insitute for Psychology |
| record_format | Article |
| series | Journal of Numerical Cognition |
| spelling | doaj-art-8a55fea66a6448038538c6b7f12d8b812024-12-09T10:42:45ZengPsychOpen GOLD/ Leibniz Insitute for PsychologyJournal of Numerical Cognition2363-87612024-04-011010.5964/jnc.12633jnc.12633Assessment of Computation Competence and Non-Count Strategy Use in Addition and Subtraction in Grade 1Delia Leuenberger0https://orcid.org/0000-0003-1578-5392Elisabeth Moser Opitz1https://orcid.org/0000-0002-5243-4770Noemi Gloor2https://orcid.org/0000-0002-5893-0812University of Applied Sciences of Special Needs Education, Zurich, SwitzerlandInstitute of Education, University of Zurich, Zurich, SwitzerlandInstitute of Education, University of Zurich, Zurich, SwitzerlandComputation competence (CC) in simple addition and subtraction using non-counting (NC) strategies is an important learning objective in Grade 1 mathematics but many children, especially low achievers in mathematics, struggle to acquire these skills. To provide these students with the support they need, it is important to have valid and reliable tools for assessing progress in CC and NC strategy use. Developing an assessment instrument for use in Grade 1, when some children start the year unable to solve any problems, is challenging, as is ensuring measurement invariance over a school year when children generally make large achievement gains. This paper presents a new assessment tool for CC and NC strategy use in Grade 1 that was tested in a longitudinal study with N = 1,017 children. Analyses using the Rasch model revealed acceptable mean square scores (MNSQ 0.83 – 1.20). Warm’s Weighted Likelihood Estimate (WLE) reliability scores were acceptable (pre-test .77; post-test .87). Measurement invariance over time was given. The instrument is promising for assessing CC and NC strategy use efficiently and accurately in Grade 1.https://doi.org/10.5964/jnc.12633computation competenceassessmentmeasurement invariance over timenon-counting strategiespersistent counting |
| spellingShingle | Delia Leuenberger Elisabeth Moser Opitz Noemi Gloor Assessment of Computation Competence and Non-Count Strategy Use in Addition and Subtraction in Grade 1 Journal of Numerical Cognition computation competence assessment measurement invariance over time non-counting strategies persistent counting |
| title | Assessment of Computation Competence and Non-Count Strategy Use in Addition and Subtraction in Grade 1 |
| title_full | Assessment of Computation Competence and Non-Count Strategy Use in Addition and Subtraction in Grade 1 |
| title_fullStr | Assessment of Computation Competence and Non-Count Strategy Use in Addition and Subtraction in Grade 1 |
| title_full_unstemmed | Assessment of Computation Competence and Non-Count Strategy Use in Addition and Subtraction in Grade 1 |
| title_short | Assessment of Computation Competence and Non-Count Strategy Use in Addition and Subtraction in Grade 1 |
| title_sort | assessment of computation competence and non count strategy use in addition and subtraction in grade 1 |
| topic | computation competence assessment measurement invariance over time non-counting strategies persistent counting |
| url | https://doi.org/10.5964/jnc.12633 |
| work_keys_str_mv | AT delialeuenberger assessmentofcomputationcompetenceandnoncountstrategyuseinadditionandsubtractioningrade1 AT elisabethmoseropitz assessmentofcomputationcompetenceandnoncountstrategyuseinadditionandsubtractioningrade1 AT noemigloor assessmentofcomputationcompetenceandnoncountstrategyuseinadditionandsubtractioningrade1 |