Development of a measure of early mathematics achievement using the Rasch model: The Research-Based Early Maths Assessment

Educational Psychology

Volumn 28, Issue 4, 2008, Pages 457-482

  Clements, Douglas H ^a   Sarama, Julie H ^a   Liu, Xiufeng H ^a  

^a UNIVERSITY AT BUFFALO   (United States)

Author keywords

Academic performance; Developmental; Maths; Test

Indexed keywords

EID: 45849149641     PISSN: 01443410     EISSN: 14695820     Source Type: Journal    
DOI: 10.1080/01443410701777272     Document Type: Article

References (56)

1. Andrich, D. (2004). Controversy and the Rasch model: A characteristic of incompatible paradigms? In E.V. Smith & R.M. Smith (Eds.), Introduction to Rasch measurement (pp. 143-166). Maple Grove, MN: JAM Press.
2. Barnett, W.S., Hustedt, J.T., Hawkinson, L.E., & Robin, K.B. (2006). The state of preschool 2006. New Brunswick, NJ: National Institute for Early Education Research.
3. Baroody, A.J. (2004). The developmental bases for early childhood number and operations standards. In D.H. Clements, J. Sarama, & A.-M. DiBiase (Eds.), Engaging young children in mathematics: Standards for early childhood mathematics education (pp. 173-219). Mahwah, NJ: Lawrence Erlbaum Associates.
4. Blevins-Knabe, B., & Musun-Miller, L. (1996). Number use at home by children and their parents and its relationship to early mathematical performance. Early Development and Parenting, 5, 35-45.
5. Bond, T.G., & Fox, C.M. (2001). Apply the Rasch model: Fundamental measurement in the human sciences. Mahwah, NJ: Lawrence Erlbaum Associates.
6. Bracken, B.A. (1998). Bracken Basic Concept Scale-Revised. San Antonio, TX: Psychological Corporation, Harcourt Brace and Company. (Original work published 1984)
7. Canobi, K.H., Reeve, R.A., & Pattison, P.E. (2002). Young children's understanding of addition concepts. Educational Psychology, 22, 513-532.
8. Clarke, B., & Shinn, M.R. (2004). A preliminary investigation into the identification and development of early mathematics curriculum-based measurement. School Psychology Review, 33, 234-248.
9. Clarke, D.M., Cheeseman, J., Gervasoni, A., Gronn, D., Horne, M., McDonough, A., et al. (2002). Early Numeracy Research Project final report. Melbourne: Department of Education, Employment, and Training, the Catholic Education Office, and the Association of Independent Schools Victoria.
10. Clements, D.H., & Battista, M.T. (1992). Geometry and spatial reasoning. In D.A. Grouws (Ed.), Handbook of research on mathematics teaching and learning (pp. 420-464). New York: Macmillan.
11. Clements, D.H., & Conference Working Group. (2004). Part one: Major themes and recommendations. In D. H. Clements, J. Sarama & A.-M. DiBiase (Eds.), Engaging young children in mathematics: Standards for early childhood mathematics education (pp. 1-72). Mahwah, NJ: Lawrence Erlbaum Associates.
12. Clements, D.H., & Sarama, J. (2004). Building Blocks for early childhood mathematics. Early Childhood Research Quarterly, 19, 181-189.
13. Clements, D.H., & Sarama, J. (2007a). Building Blocks - SRA Real Math Teacher's Edition, Grade PreK. Columbus, OH: SRA/McGraw-Hill.
14. Clements, D.H., & Sarama, J. (2007b). Early childhood mathematics learning. In F.K. Lester, Jr. (Ed.), Second handbook of research on mathematics teaching and learning (pp. 461-555). New York: Information Age Publishing.
15. Clements, D.H., & Sarama, J. (2007c). Effects of a preschool mathematics curriculum: Summative research on the Building Blocks project. Journal for Research in Mathematics Education, 38, 136-163.
16. Clements, D.H., Sarama, J., & DiBiase, A.-M. (2004). Engaging young children in mathematics: Standards for early childhood mathematics education. Mahwah, NJ: Lawrence Erlbaum Associates.
17. Clements, D.H., Sarama, J., & Gerber, S. (2007). Mathematics knowledge of low-income entering preschoolers. Manuscript submitted for publication.
18. Clements, D.H., Sarama, J., & Wilson, D.C. (2001). Composition of geometric figures. In M.v.d. Heuvel-Panhuizen (Ed.), Proceedings of the 25th Conference of the International Group for the Psychology of Mathematics Education (Vol. 2, pp. 273-280). Utrecht, The Netherlands: Freudenthal Institute.
19. Clements, D.H., Wilson, D.C., & Sarama, J. (2004). Young children's composition of geometric figures: A learning trajectory. Mathematical Thinking and Learning, 6, 163-184.
20. de Lemos, M., & Doig, B. (1999). Who am I? Developmental assessment manual. Camberwell, Victoria, Australia: Australian Council for Educational Research.
21. Doig, B., & de Lemos, M. (2000). I can do maths. Camberwell, Victoria, Australia: Australian Council for Educational Research.
22. Doig, B., McCrae, B., & Rowe, K. (2003). A good start to numeracy: Effective numeracy strategies from research and practice in early childhood. Canberra: Australian Council for Educational Research.
23. Fuson, K.C. (1997). Research-based mathematics curricula: New educational goals require programs of four interacting levels of research. Issues in Education, 3, 67-79.
24. Fuson, K.C., Smith, S.T., & Lo Cicero, A. (1997). Supporting Latino first graders' ten-structured thinking in urban classrooms. Journal for Research in Mathematics Education, 28, 738-760.
25. Ginsburg, H.P., & Russell, R.L. (1981). Social class and racial influences on early mathematical thinking. Monographs of the Society for Research in Child Development, 46(6, serial no. 193).
26. Griffin, S. (2004). Number Worlds: A research-based mathematics program for young children. In D.H. Clements, J. Sarama, & A.-M. DiBiase (Eds.), Engaging young children in mathematics: Standards for early childhood mathematics education (pp. 325-342). Mahwah, NJ: Lawrence Erlbaum Associates.
27. Griffin, S., Case, R., & Capodilupo, A. (1995). Teaching for understanding: The importance of the central conceptual structures in the elementary mathematics curriculum. In A. McKeough, J. Lupart, & A. Marini (Eds.), Teaching for transfer: Fostering generalization in learning (pp. 121-151). Mahwah, NJ: Lawrence Erlbaum Associates.
28. Hinkle, D. (2000). School involvement in early childhood. Washington, DC: National Institute on Early Childhood Development and Education, US Department of Education Office of Educational Research and Improvement.
29. Holloway, S.D., Rambaud, M.F., Fuller, B., & Eggers-Pierola, C. (1995). What is "appropriate practice" at home and in child care? Low-income mothers' views on preparing their children for school. Early Childhood Research Quarterly, 10, 451-473.
30. Jordan, N.C., Huttenlocher, J., & Levine, S.C. (1992). Differential calculation abilities in young children from middle- and low-income families. Developmental Psychology, 28, 644-653.
31. Kilpatrick, J., Swafford, J., & Findell, B. (2001). Adding it up: Helping children learn mathematics. Washington, DC: National Academy Press.
32. Klein, A., Starkey, P., & Wakeley, A. (2000). Child Math Assessment: Preschool battery (CMA). Berkeley: University of California.
33. Linacre, J.M. (2005). A user's guide to Winsteps/Ministep Rasch-model computer program. Chicago: Winsteps.com.
34. Mulligan, J., Mitchelmore, M., & Prescott, A. (2005). Case studies of children's development of structure in early mathematics: A two-year longitudinal study. In H.L. Chick & J.L. Vincent (Eds.), Proceedings of the 29th Conference of the International Group for Psychology in Mathematics Education (Vol. 4, pp. 1-8). Melbourne, Australia: PME.
35. Mulligan, J., Prescott, A., Papic, M., & Mitchelmore, M. (2006). Improving early numeracy through a Pattern and Structure Mathematics Awareness Program (PASMAP). In P. Clarkson, A. Downton, D. Gronn, A. McDonough, R. Pierce, & A. E. Roche (Eds.), Building connections: Theory, research and practice (Proceedings of the 28th annual conference of the Mathematics Education Research Group of Australia) (pp. 376-383). Sydney, Australia: Mathematics Education Research Group of Australia.
36. Mullis, I.V.S., Martin, M.O., Beaton, A.E., Gonzalez, E.J., Kelly, D.L., & Smith, T.A. (1997). Mathematics achievement in the primary school years: IEA's third international mathematics and science study (TIMSS). Chestnut Hill, MA: Center for the Study of Testing, Evaluation, and Educational Policy, Boston College.
37. National Center for Education Statistics. (2000). America's kindergartners (NCES 2000070). Washington, DC: U.S. Government Printing Office.
38. National Council of Teachers of Mathematics. (2000). Principles and standards for school mathematics. Reston, VA: Author.
39. National Council of Teachers of Mathematics. (2006). Curriculum focal points for prekindergarten through grade 8 mathematics: A quest for coherence. Reston, VA: Author.
40. Sarama, J., & Clements, D.H. (2002). Building Blocks for young children's mathematical development. Journal of Educational Computing Research, 27(1&2), 93-110.
41. Sarama, J., Clements, D.H., & Vukelic, E.B. (1996). The role of a computer manipulative in fostering specific psychological/mathematical processes. In E. Jakubowski, D. Watkins & H. Biske (Eds.), Proceedings of the 18th annual meeting of the North America Chapter of the International Group for the Psychology of Mathematics Education (Vol. 2, pp. 567-572). Columbus, OH: ERIC Clearinghouse for Science, Mathematics, and Environmental Education.
42. Saxe, G.B., Guberman, S.R., & Gearhart, M. (1987). Social processes in early number development. Monographs of the Society for Research in Child Development, 52(2, serial no. 216).
43. Siegler, R.S., & Booth, J.L. (2004). Development of numerical estimation in young children. Child Development, 75, 428-444.
44. Smith, R.M. (2004). Fit analysis in latent trait measurement models. In E.V. Smith & R.M. Smith (Eds.), Introduction to Rasch measurement (pp. 73-92). Maple Grove, MN: JAM Press.
45. Starkey, P., Klein, A., Chang, I., Qi, D., Lijuan, P., & Yang, Z. (1999). Environmental supports for young children's mathematical development in China and the United States. Albuquerque, NM: Society for Research in Child Development.
46. Steffe, L.P. (1991). Operations that generate quantity. Learning and Individual Differences, 3, 61-82.
47. Tabachnick, B.G., & Fidell, L.S. (1983). Using multivariate statistics. New York: Harper & Row.
48. Thomson, S., Rowe, K., Underwood, C., & Peck, R. (2005). Numeracy in the early years: Project Good Start. Camberwell, Victoria, Australia: Australian Council for Educational Research.
49. Van de Rijt, B.A.M., & Van Luit, J.E.H. (1999). Milestones in the development of infant numeracy. Scandinavian Journal of Psychology, 40, 65-71.
50. Van de Rijt, B.A.M., Van Luit, J.E.H., & Pennings, A.H. (1999). The construction of the Utrecht Early Mathematical Competence Scales. Educational and Psychological Measurement, 59, 289-309.
51. Watson, J.M., Callingham, R.A., & Kelly, B.A. (2007). Students' appreciation of expectation and variation as a foundation for statistical understanding. Mathematical Thinking and Learning, 9, 83-130.
52. Wilson, M. (2005). Constructing measures: An item response modeling approach. Hillsdale, NJ: Lawrence Erlbaum Associates.
53. Woodcock, R.W., McGrew, K.S., & Mather, N. (2001). Woodcock-Johnson III Tests of Achievement (3rd ed.). Itasca, IL: Riverside Publishing Company.
54. Wright, B.D., & Stone, M.H. (1979). Best test design: Rasch measurement. Chicago: MESA Press.
55. Wright, R.J. (2003). A mathematics recovery: Program of intervention in early number learning. Australian Journal of Learning Disabilities, 8(4), 6-11.
56. Yuzawa, M., & Bart, W.M. (1999). Development of size comparison strategies in young children. Albuquerque, NM: Society for Research in Child Development.