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Is considering numerical competence sufficient? The structure of 6-year-old preschool children's mathematical competence. / Dunekacke, Simone; Grüßing, Meike; Heinze, Aiso.

Mathematics education in the early years: Results from the POEM 3 Conference, 2016. ed. / Christiane Benz; Anna S. Steinweg; Hedwig Gasteiger; Priska Schöner; Helene Vollmuth; Johanna Zöllner. Cham, Switzerland : Springer International, 2018. p. 145-157.

Publication: Research - peer-reviewContributions to collected editions/anthologies

Harvard

Dunekacke, S, Grüßing, M & Heinze, A 2018, Is considering numerical competence sufficient? The structure of 6-year-old preschool children's mathematical competence. in C Benz, AS Steinweg, H Gasteiger, P Schöner, H Vollmuth & J Zöllner (eds), Mathematics education in the early years: Results from the POEM 3 Conference, 2016. Springer International, Cham, Switzerland, pp. 145-157. DOI: 10.1007/978-3-319-78220-1_8

APA

Dunekacke, S., Grüßing, M., & Heinze, A. (2018). Is considering numerical competence sufficient? The structure of 6-year-old preschool children's mathematical competence. In C. Benz, A. S. Steinweg, H. Gasteiger, P. Schöner, H. Vollmuth, & J. Zöllner (Eds.), Mathematics education in the early years: Results from the POEM 3 Conference, 2016 (pp. 145-157). Cham, Switzerland: Springer International. DOI: 10.1007/978-3-319-78220-1_8

Vancouver

Dunekacke S, Grüßing M, Heinze A. Is considering numerical competence sufficient? The structure of 6-year-old preschool children's mathematical competence. In Benz C, Steinweg AS, Gasteiger H, Schöner P, Vollmuth H, Zöllner J, editors, Mathematics education in the early years: Results from the POEM 3 Conference, 2016. Cham, Switzerland: Springer International. 2018. p. 145-157. Available from, DOI: 10.1007/978-3-319-78220-1_8

BibTeX

@inbook{3b1e78d0a4f842af9496a456ea216089,
title = "Is considering numerical competence sufficient? The structure of 6-year-old preschool children's mathematical competence",
abstract = "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.",
keywords = "Educational processes in preschool education, Early mathematical competence, Assessment, Competence structure, Pattern, Space and shape, Quantity, Change and relationship",
author = "Simone Dunekacke and Meike Grüßing and Aiso Heinze",
year = "2018",
doi = "10.1007/978-3-319-78220-1_8",
isbn = "978-3-319-78219-5",
pages = "145--157",
editor = "Christiane Benz and Steinweg, {Anna S.} and Hedwig Gasteiger and Priska Schöner and Helene Vollmuth and Johanna Zöllner",
booktitle = "Mathematics education in the early years",
publisher = "Springer International",

}

RIS

TY - CHAP

T1 - Is considering numerical competence sufficient? The structure of 6-year-old preschool children's mathematical competence

AU - Dunekacke,Simone

AU - Grüßing,Meike

AU - Heinze,Aiso

PY - 2018

Y1 - 2018

N2 - 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.

AB - 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.

KW - Educational processes in preschool education

KW - Early mathematical competence

KW - Assessment

KW - Competence structure

KW - Pattern

KW - Space and shape

KW - Quantity

KW - Change and relationship

U2 - 10.1007/978-3-319-78220-1_8

DO - 10.1007/978-3-319-78220-1_8

M3 - Contributions to collected editions/anthologies

SN - 978-3-319-78219-5

SP - 145

EP - 157

BT - Mathematics education in the early years

PB - Springer International

ER -

ID: 836639