Number identification: a unique developmental pathway in mathematics?. Issue 2 (3rd March 2020)

• Record Type: Journal Article
• Authors: Cramman, Helen; Gott, Sarah; Little, John; Merrell, Christine; Tymms, Peter; Copping, Lee T.
• Is Part Of: Research papers in education. Volume 35:Issue 2(2020)
• Page Start: 117
• Page End: 143
• Publication Date: 2020-03-03
• Subjects: Mathematics -- number identification -- Rasch measurement -- learning pathways; Education -- Periodicals; 370.941
• DOI: 10.1080/02671522.2018.1536890
• Languages: English
• ISSNs: 0267-1522

Abstract

ABSTRACT: We make a prima facie case for identifying a single pathway in the learning of Hindu-Arabic numerical symbols and discuss why this ability may be a critical gateway concept in developing mathematical competencies. A representative sample of English and Scottish children was assessed using a number symbol identification paradigm in the Performance Indicators in Primary Schools (PIPS) Baseline assessment at the beginning and end of their first school year. Through a Rasch analysis of real and simulated data, we show that: (1) there appears to be a single, unidimensional pathway in learning to identify number symbols with discrete difficulty stages, (2) on examination of differential item functioning, this pathway is invariant across gender, country, socio-economic background, first language and across the first year of schooling and (3) almost all children make progress along the pathway during the year. A number identification scale may thus be a universal ruler by which all pupils could be assessed.