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A Preliminary Investigation Into the Identification and Development of Early Mathematics Curriculum-Based Measurement
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Recent studies indicate that students in the United States are not achieving sufficient mathematics skills to meet the demands required of them within and outside of school. Among the keys to preventing mathematics difficulties are to identify and intervene with those students who may be most at-risk for later failure, monitoring their progress as frequently as possible. Unfortunately, current mathematics tests do not meet both these keys until mathematics instruction is well underway. This study examines the reliability, validity, and sensitivity of four experimental early mathematics measures designed for use in early identification and formative evaluation. The measures were based on the principle of number sense and were designed to assess the precursors of mathematics understanding learned before children are able to do formal mathematics. First grade students (N = 52) were tested and interscorer, alternate form, test-retest reliability, and concurrent and predictive validity with three criterion measures were examined. Results showed that the four experimental measures each had sufficient evidence of their reliability, validity, and sensitivity. The differences in the utility of each experimental measure are analyzed from an early identification and formative evaluation perspective. Implications for practice are discussed.
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... This method was chosen as these measures were similar to the math content taught in the classroom. Previous studies have shown that M-CBM provides high reliability and validity and can be used for early identification and formative evaluation (e.g., Clarke & Shinn, 2004). M-CBM probes were created based on input provided by the teacher and matched each student's level of instruction. ...
... These fluency-based measures are sensitive to improvement of students' achievement over time towards mastery of a specific skill, and can provide formative data for educational planning and regular monitoring of instruction. Research has supported the reliability of the M-CBM (Clarke & Shinn, 2004). The test-retest reliability of M-CBM over a one-week interval was good (r = .82). ...
The current study investigated the efficacy of a self-monitoring intervention implemented to four second-grade students in a general education classroom. The participants showed inconsistent math computational skills and accuracy scores below 75% on math screening measures. Using a B-A-B withdrawal design, the self-monitoring intervention components included a visual graph and verbal performance feedback. Students graphed the number of problems they answered correctly (accuracy) and performance feedback was given to them on their completion of math problems (productivity). Progress was monitored using curriculum based measurement in mathematics (M-CBM), by recording digits correct per minute (DCPM) for each math probe. The results indicated that the self-monitoring intervention demonstrated modest improvement across participants. Future research and practical implications are discussed on the use of self-monitoring interventions and performance feedback for young children in a classroom context.
... Mathematics is defined as a language used to express relationships between objects, events, and times (Clarke & Shinn, 2004). The primary purpose of teaching for schools is the development of students with mathematical skills. ...
... It is stated that this sense of number is started to be acquired as a basic mathematical skill and intuition during critical periods, namely primary school periods (van de Walle, et al., 2014, p.129). In addition, national studies examining students' mathematics achievement reveal that students' use of number sense is not sufficient (Clarke & Shinn, 2004;Harç, 2010;Kayhan Altay & Umay, 2011;Kayhan Altay, 2010;Markovits & Sowder, 1994;Menon, 2004;Mohamed & Johnny, 2010;Reys & Yang, 1998;Reys et al., 1999;Singh, 2009;Yang, 2005). Number sense is a complex process involving many different components of numbers, operations, and their relationships, and has been the focus of research and debate among mathematics educators, educational psychologists, researchers, and curriculum developers (Yang et al., 2009). ...
In this research, the cartoon "Yade Yade" broadcasted on TRT Çocuk, Turkey's national channel where programs for children's education are broadcast, was examined in terms of number sense components. In this context, 52 episodes of the cartoon "Yade Yade", which has been broadcast on TRT Çocuk since 2020, were used as data sources. Document analysis method was used in data analysis. The 52 episodes of the cartoon "Yade Yade" were examined in terms of number sense components (counting aloud, measuring concepts, nonverbal calculation, number identification, and quantity discrimination) used by Lago and DiPerna (2010). When the number components were analyzed for each section, it was seen that the measuring concepts component was mostly emphasized. This number sense component was followed by number determination, recognizing quantity, counting aloud and nonverbal calculation components. Various suggestions were developed in line with the results of the study. "Yade Yade" cartoon can be used for educational purposes in mathematics lessons in schools to emphasize the number sense, especially the component of measuring concepts. This and similar cartoons can be analyzed in terms of content and concept teaching can be realized in lessons.
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... The present study focuses on SES, home literacy and numeracy practices, screen daily exposure as concurrent predictors of children's early learning (i.e., literacy During preschool years, through implicit and explicit learning processes, children develop basic math skills, such as counting, magnitude comparison, number knowledge [13,14], and pre-literacy skills, usually including letter knowledge, phonemic awareness, rapid automatized naming, and verbal knowledge [15,16]; see [17] for Italian. These early numeracy and literacy skills are related to the further development of, respectively, complex mathematical abilities [18][19][20][21] and mature literacy skills (decoding and reading comprehension) [22,23], which are taught at school. ...
Environmental variables related to the home context, including home literacy and numeracy, screen exposure and Socioeconomic Status (SES) are potential risks or protective factors for children’s academic achievements and behaviour. The present multi-informant study aims to contribute to this issue by investigating SES’s direct and indirect relationships in early learning (i.e., literacy, numeracy, and cognitive) and behavioural skills within a large sample of young children. One parent and one teacher for each of 1660 preschoolers filled out a questionnaire investigating SES, tablet and TV use, home learning activities, behavioural problems/strengths (parents’ questionnaire), and children’s learning skills and behaviour (teachers’ questionnaire). Results of path analysis showed that tablet time and home learning environment mediate the effect of SES on early learning as assessed by teachers; as for the home learning environment, it was also a mediator of the relationship between SES and behavioural problems. Implications of these results for research in the field and educational policies are discussed.
... As a foundation of formal mathematics learning, students' number sense ability allows them to make connections among mathematical relationships, principles, and procedures (Gersten et al., 2005;Howden, 1989;National Mathematics Advisory Panel, 2008). Starting at the kindergarten level, students' number sense ability to identify numbers, differentiate between quantities, and identify missing numbers in sequences are considered indicators of their first-grade mathematics learning performance (Chard et al., 2005;Clarke & Shinn, 2004). Number sense can also impact students' perception of the value of mathematics and further affect their mathematics identity and future mathematics learning interests (Armstrong & Price, 1982;Pedersen et al., 1985). ...
The Georgia (USA) Department of Education initiated the Georgia Numeracy Project (GNP) to provide resources for schools and districts to help K-8 students build a solid foundation in numeracy. The Individual Knowledge Assessment of Number (IKAN), designed by the New Zealand Numeracy Project, is one of two instruments used in the GNP to diagnose K-8 students’ numeracy knowledge and inform teaching strategies. Because teachers’ knowledge, skills, and beliefs in mathematics can have an impact on their students’ learning of mathematics, and numeracy knowledge and skills play an essential role in K-8 mathematics education, we must learn K-8 preservice teachers’ (PSTs’) strengths and weaknesses in this area. To support PSTs’ development of numeracy at the college level, the IKAN written assessment was administered using a pre/posttest design during four consecutive semesters (spring 2021 – fall 2022) to examine our PSTs’ numeracy knowledge (number order and sequence, basic facts, fractions, and place value) in a Foundations of Numbers and Operations course that focuses on PSTs’ content and pedagogical knowledge in numeracy. In this paper, we present findings about the patterns and changes in our PSTs’ content knowledge from the past four semesters of IKAN data.
Early academic skills and behavioral characteristics in students are predictive of later school achievement, but academics and behavior are commonly compartmentalized in research and practice. This study investigated to what extent first‐grade early numeracy (EN), literacy, and behavior ratings predicted fourth‐grade mathematics achievement. In fall of first‐grade, 501 students were given EN and literacy measures and a behavior rating scale completed by their teachers. In spring of fourth‐grade, students were given mathematics computation and concepts assessments. Regression analyses indicated EN, early literacy, and behavior uniquely predicted 39% of the variance in participants’ fourth‐grade mathematics achievement. Significant predictors were EN and behavior ratings ( p < .001), which accounted for 29% and 9% of the variance in mathematics scores, respectively.
Approximately five million students in US public schools have a home language other than English and are actively learning English (National Center for Education Statistics, 2020), indicating that a large number of students could be considered emergent bilingual (EB). Although measuring student skills in English may be informative, it does not provide a complete understanding of student skill and language development because the student’s native language is not considered. Curriculum-based measurement (CBM) is often used in schools to measure student academic skills because of its utility in understanding student performance, educational decision-making, and progress monitoring. However, there is limited understanding of the extent of the empirical literature focused on CBMs in languages other than English. Results of this scoping review of the available empirical literature on CBM in other languages with linguistically diverse student populations highlight the need to further understand and expand this area of research given the rise of the emergent bilingual student population and dual-language program in US public schools.
Data-based decision-making (DBDM) using curriculum-based measurement (CBM) data has demonstrated effectiveness in improving academic achievement for students with or at risk for learning disability. Despite substantial evidence supporting DBDM, its use is not common practice for many educators, even those who regularly collect CBM data. One explanation for its lack of widespread use is that educators may not receive adequate training in the DBDM aspects of CBM. Espin et al. examined the extent to which DBDM is represented in CBM professional development (PD) materials and found that the topic was significantly underrepresented (12% to 14% of CBM PD material content) compared with other CBM topics. The purpose of this study was to conduct a conceptual replication of the Espin et al. systematic review through an analysis of CBM content in practitioner journal articles. The present review includes 29 practitioner articles coded to the four CBM categories used in the Espin et al. study: (a) general CBM information, (b) conducting CBM, (c) data-based decision-making, and (d) other. Results revealed a pattern similar to the one found by Espin et al. with approximately 18% of the content of practitioner articles on CBM devoted to the topic of decision-making. These findings strengthen the recommendation from Espin et al. for increased attention to DBDM in CBM training materials.
Th is study sought to determine the attitudes of pre-service teachers towards
inclusive education for all students in regular classrooms. Teachers’ attitude towards
inclusive education scale was administered through an online survey using Google form.
A total of 217 pre-service teachers (male 72, female 135) enrolled in a 2-year Bachelor
of Education (B.Ed.) programme at Gujarat State Universities in India had completed
and responded to the survey. Th e study results showed that participants had a positive
attitude towards inclusive education. Pre-service teachers had the most positive attitudes
to supporting learning needs of diverse students in an inclusive classroom. Only two
variables, the highest level of education and level of training in inclusive education were
found to relate signifi cantly to pre-service teachers attitudes towards inclusive education.
Th ere was no signifi cant diff erence in pre-service teachers’ attitudes towards inclusive
education with regards to their gender, age, previous teaching experience and perceived
level of knowledge regarding inclusion policies and legislations. Th e study fi ndings have
possible implications for policy makers and stakeholders involved in teachers’ training
in India and other countries in the South Asian region
We describe the concept of number sense, an analog as important to mathematics learning as phonemic awareness has been to the reading research field. Understanding the concept of number sense and relevant research from cognitive science can help the research community pull together fragmented pieces of earlier knowledge to yield a much richer, more subtle, and more effective means of improving instructional practice. This article demonstrates how the number sense concept can offer a useful framework for conceptualizing interventions that will significantly enhance mathematics instruction For students with mathematical disabilities.
The purpose of this chapter is to provide a brief history of Curriculum-Based Measurement (CBM) and review 3 big ideas about CBM that we believe are essential to advance implementation of this measurement methodology and increase the likelihood that educators may implement a Problem-Solving model. CBM is designed to (1) serve as DIBS, or Dynamic Indicators of Basic Skills; (2) be used in a formative evaluation approach; and be an integral tool in a Problem-Solving model. We have attempted to show how failure to understand these "big ideas" can explain some of the limited criticism that has been directed at the technology. (PsycINFO Database Record (c) 2012 APA, all rights reserved)
The purpose of this paper is to review research on the use of formative evaluation with mildly handicapped pupils. First, the importance of formative evaluation to special education is described. Then, four critical issues in formative evaluation methodology are discussed: focus of measurement, frequency of measurement, data display, and data-utilization methods. Finally, a proposal for additional related research is advanced.
This study quantified the benefits to children and parents participating in nine early intervention programs and conducted a cost-benefit analysis of the Perry Preschool and the Elmira Prenatal/Early Infancy Project (PEIP). The findings indicated that early intervention programs led to the following advantages for program participants relative to those in the control groups: (1) gains in child emotional or cognitive development or improved parent-child relationships; (2) improvements in educational process and child outcomes; (3) increased economic self-sufficiency, initially for parents and later for children; (4) reduced criminal activity; and (5) improvements in health-related indicators. Savings to government programs were much higher than the costs for the Perry Preschool; this was also true for the higher-risk families of the PEIP. For lower-risk participants of the PEIP, however, government savings were not enough to offset program costs. (Two appendices detail the benefit cost analysis. Contains 159 references.) (KB)
This chapter presents strategies for using Dynamic Indicators of Basic Early Literacy Skills (DIBELS) in assessing early literacy skills of kindergarten and 1st-grade children within a Problem-Solving model of service delivery. DIBELS can be used to identify children who are not making progress in the acquisition of critical early literacy skills and who may benefit from special instructional modifications within the general education classroom. Furthermore, DIBELS can be used in ongoing evaluation of the effectiveness of interventions for individual children. The use of DIBELS within a consistent decision-making framework allows for timely changes in a child's instruction and may facilitate the acquisition of early literacy skills necessary in learning to read and prevent the occurrence of later reading difficulties. (PsycINFO Database Record (c) 2012 APA, all rights reserved)