DOI

  • Simone Dunekacke
  • Meike Grüßing
  • Aiso Heinze
Studies investigating mathematical competence of children aged 3–6 mostly focus on children’s knowledge in the content area of quantity. However, researchers and educators agree that young children also develop mathematical competence in other mathematical content areas, e.g., space and shape. Up to now, there are only few instruments to measure mathematical competence of young children as a broad construct: one is the Kieler Kindergartentest (KiKi). There is a lack of evidence whether children’s competence in different mathematical content areas are empirically distinguishable. We collected data from 335 children at the end of their last preschool year with the KiKi and analyzed the structure of their mathematical competence. Our results indicate that even for young children, mathematical competence can be considered as a multidimensional construct structured by the three domains of (1) quantity; (2) space, shape, change, relationship; and (3) data and chance. These empirical findings can give a hint that also on the preschool level, different aspects of mathematical competence should be addressed.
Original languageEnglish
Title of host publicationMathematics education in the early years : Results from the POEM 3 Conference, 2016
EditorsChristiane Benz, Anna S. Steinweg, Hedwig Gasteiger, Priska Schöner, Helene Vollmuth, Johanna Zöllner
Number of pages13
Place of PublicationCham, Switzerland
PublisherSpringer International
Publication date2018
Pages145-157
ISBN (Print)978-3-319-78219-5
ISBN (Electronic)978-3-319-78220-1
DOIs
StatePublished - 2018

    Research areas

  • Educational processes in preschool education - Early mathematical competence, Assessment, Competence structure, Pattern, Space and shape, Quantity, Change and relationship

ID: 836639