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Abstract
In the present article, we report a preliminary study on psychometric properties of Utrecht Early Numeracy Test (ENT), Romanian version, form B. This is a test developed to measure the unitary construct of early numeracy, in preschoolers, kindergartners and first graders. Currently, in Romania there is a lack of standardized instruments to assess mathematical competence, moreover in preschool and kindergarten children. A valid and reliable instrument that assesses early numeracy in development would be useful in the identification of children with risk to develop mathematical difficulties, as well as in informing the process of school guidance/ school preparedness evaluation. Preliminary psychometric data indicate it to be an adequate instrument for measuring early numerical competence.
Keywords
test, Utrecht Early Numeracy test, early numeracy
Introduction
Broadly, early numeracy represents the competence to understand and operate with numeric quantities and numbers, from young ages, mostly knowledge and skills acquired through informal learning. It comprises formal knowledge regarding symbolization of numbers (Methe, S.A., Hintze, J. M., Floyd, R.G. 2008), as well as informal knowledge. Informal knowledge comprises counting, one to one correspondence, approximate numerical quanti- ty, comprehending the ordinal aspect of a number (Ginsburg, A. P., Russell, R. L, 1981). Preschoolers learn knowledge and skills about counting, cardinal aspect of a number, can perform simple addition and subtraction on collections of objects. School preparedness process also aims at developing such abilities and knowledge, learning numbers up to 10, addition and subtraction of ones and twos etc. Early numerical competence is comprised of all these skills. Its structure, development and role in formal Mathematics are still under debate (Torbeyns, J., van den Noortgate, W., Ghesquiere, P., Verschaffel, L., van der Rijt, B. A. M., van Luit, J.E.H. 2002). In the context of the present study, early numeracy represents the ability to make relational statements about numerical and non-numerical quantity situations, as well as to operate with number- word sequence for whole numbers (Aunio, P., Hautamaki, J., Heiskari, P., Van Luit, J.E.H. 2006).
At this critical point in Mathematics learning, it is important to know what are the knowledge and skills that a child has and puts into work, for several reasons: research indicates that kindergartners with a low pre - mathematical performance keep this disadvantage throughout school years,...