Email this article Evaluación de la matemática temprana mediante la primera validación italiana del Early Numeracy Test-Revised (ENT-R)
Abstract
The purpose of this research was to adapt the Early Numeracy Test - Revised (ENT-R) to the Italian population. It is a tool for the evaluation of mathematical competence for children aged 4 to 7 years, designed and calibrated by Van Luit y Van de Rijt (2009). The test is designed to assess the competence of early mathematics and mathematical learn- ing and it is useful in identifying possible problems and in the specific areas of: concept of confrontation; classification (relative to the amount); one correspondence-ad-one; seriation; verbal count (use of cardinal numbers); structured count (count synchronously and in abbreviated form), resulting count; general knowledge of numbers and estimate on the line number. The test has been calibrated for a sample of 633 children (333 males and 300 females) from 14 schools in Rome and Trieste. The test analysis of validity and reliability (Cronbach’s alpha 0.93) allow to consider the ENT-R as an appropriate and useful tool for evaluating mathematical knowledge in Italian students at the end of kindergarten and the first years of primary school.
Keywords
Full Text:
PDFReferences
Araújo, A., Aragón, E., Aguilar, M., Navarro, J., & Ruiz, G. (2014). Un estudio exploratorio para la adaptación de la versión española revisada del «Early Numeracy Test - R» para evaluar el aprendizaje matemático temprano. European Journal of Education and Psychology, 7(2), 83-93.
Aubrey, W., Shen, F., & Byrnes, J. (2013). Does the opportunity-propensity framework predict the early mathematics skills of low-income pre-kindergarten children? Contemporary Educational Psychology, 38, 259-270.
Aunio, P., Heiskari, P., Van Luit, J. E., & Vuorio, J. (2015). The development of early numeracy skills in kindergarten in low-, average- and high-performance groups. Journal of Early Childhood Research, 13(1), 3-16.
Aunio, P., Niemivirta, M., Hautamäki, J., Van Luit, J., Shi, J., & Zhang, M. (2006). Young children’s number sense in China and Finland. Scandinavian Journal of Educational Research, 50(5), 483-502.
Baroody, A. J., Eiland, M., & Thompson, B. (2009). Fostering at-risk preschoolers’ number sense. Early Education and Development, 20(1), 80-128.
Barrouillet, P., & Camos, V. (2002). Savoirs, savoir-faire arithmétiques, et leurs deficiencies. Rapport pour le Ministère de la Recherche. Paris.
Bryant, P. Y., & Nunes, T. (2002). Children’s understanding of mathematics: Blackwell handbook of childhood cognitive development (pp. 412-439). Malden, MA. The Netherlandsm Blackwell.
Butterworth, B. (2011). Numeri e calcolo. Lo sviluppo delle competenze aritmetiche e la discalculia evolutiva. Trento: Erickson.
Butterworth, B., Varma, S., & Laurillard, D. (2011). Dyscalculia: From brain to education. Science, 332(6033), 1049-1053.
Cerda, Gamal., Pérez, C., Moreno, C., Núñez, K., Quezada, E., Rebolledo, J., & Sáez, S. (2012). Adaptación de la versión española del Test de Evaluación Matemática Temprana de Utrecht en Chile. Estudios Pedagógicos (Valdivia), 38(1), 235-253. https://dx.doi.org/10.4067/S0718-07052012000100014
Clements, D. H. (1984). Training effects on the developmental generalization of Piagetian logical operations and knowledge of numbers. Journal of Educational Psychology, 76, 766-776.
Dehaene, S. (2010). Il pallino della matematica. Scoprire il genio dei numeri che è in noi. Milano: Raffaello Cortina.
Geary, D., Bailey, D., Littlefield, A., Wood, P., Hoard, M., & Nugent, L. (2009). First-grade predictors of mathematical learning disability: A latent class trajectory analysis. Cognitive Development, 24(4), 411-429.
Gelman, R., & Gallistel, C. (1978). The child’s understanding of number. Cambridge, MA: Harvard University Press.
González, I. (2015). Identificazione precoce della difficoltà in matematica. Prima validazione italiana del Early Numeracy Test (ENT). Tesi di dottorato, Sapienza Università di Roma.
González, I., Benvenuto, G., & Lanciano, N. (2017). Dificultades de aprendizaje en matemática en los niveles iniciales. Investigación y formación en la escuela italiana. Psychology, Society & Education, 9, 135-145.
Jordan, N., Kaplan, D., Locuniak, M., & Ramineni, C. (2007). Predicting firstgrade math achievement from developmental number sense trajectories. Learning Disabilities Research & Practice, 22(1), 36-46.
Jordan, J., Mulhern, G., & Wylie, J. (2009). Individual differences in trajectories of arithmetical development in typically achieving 5- to 7-year-olds. Journal of Experimental Child Psychology, 103(4), 455-468.
Lembke, E., & Foegen, A. (2009). Identifying early numeracy indicators for kindergarten and first-grade students. Learning Disabilities Research and Practice, 24(1), 12-20.
Lucangeli, D., & Mammarella, I. C. (a cura di). (2010). Psicologia della cognizione numerica. Approcci teorici, valutazione ed intervento. Milano: FrancoAngeli.
Muñiz, J., & Hambleton, R. K. (1996). Directrices para la traducción y adaptación de tests. Papeles del Psicólogo, 66, 63-70.
Navarro, J., Aguilar, M., Alcalde, C., Marchena, E., Ruiz, G., Menacho, I., & Sedeño, M. (2009). Estimación del aprendizaje matemático mediante la versión española del Test de Evaluación Matemática Temprana de Utrecht. European Journal of Education and Psychology, 2(2), 131-143.
Navarro, J. I., Aguilar, M., Alcalde, C., Marchena, E., Ruiz, G., Menacho, I., & Sedeño, M. (2011). Test de Evaluación Matemática de Temprana (TEMT). Versión española. Dpto de Psicología. Madrid: EOS. Versión original: Van Luit, J., Van de Rijt, B., & Pennings, A. (1998). The Utrecht Early Mathematical Competence Test. Doetinchem, The Netherland: Graviant. Nunes, T., & Bryant, P. (1996). Children doing mathematics. Oxford: Blackwell.
Piazza, M., Facoetti, A., Noemi, A., Berteletti, I., Conte, S., Lucangeli, D., & Zorzi, M. (2010). Developmental trajectory of number acuity reveals a severe impairment in developmental dyscalculia. Cognition, 116(1), 33-41.
Stock, P., Desoete, A., & Roeyers, H. (2009). Predicting arithmetic abilities: The role of preparatory arithmetic markers and intelligence. Journal of Psychoeducational Assessment, 27(3), 237-251.
Swanson, H. (2006). Cognitive processes that underlie mathematical precociousness in young children. Journal of Experimental Child Psychology, 93(3), 239-264.
Van de Rijt, B. A. M. (1996). Early mathematical competence among young children. Doetinchem, The Netherland: Graviant.
Van de Rijt, B. A. M., & Van Luit, J. E. H. (1998). Effectiveness of the additional early mathematics program for teaching children early mathematics. Instructional Science, 26, 337-358.
Van de Rijt, B. A. M., Van Luit, J. E. H., & Pennings, A. (1999). The construction of the Utrecht Early Mathematical Competence Scales. Educational and Psychological Measurement, 59(2), 289-309.
Van Luit, J. E. H., & Van de Rijt, B. A. M. (2009). The Early Numeracy Test Revised. Doetinchem, The Netherlands: Graviant.
Wynn, K., Bloom, P., & Chiang, W. (2002). Enumeration of collective entities by 5-month-old infants. Cognition, 83(3), 55-62.
DOI: https://doi.org/10.7358/ecps-2017-015-gonz
Copyright (©) 2017 Journal of Educational, Cultural and Psychological Studies (ECPS Journal) – Editorial format and Graphical layout: copyright (©) LED Edizioni Universitarie
Journal of Educational, Cultural and Psychological Studies (ECPS)
Registered by Tribunale di Milano (19/05/2010 n. 278)
Online ISSN 2037-7924 - Print ISSN 2037-7932
Research Laboratory on Didactics and Evaluation - Department of Education - "Roma Tre" University
Executive Editor: Gaetano Domenici - Associate Executive Editor & Managing Editor: Valeria Biasci
Editorial Board: Eleftheria Argyropoulou - Massimo Baldacci - Joao Barroso - Richard Bates - Christofer Bezzina - Paolo Bonaiuto - Lucia Boncori - Pietro Boscolo - Sara Bubb - Carlo Felice Casula - Jean-Émile Charlier - Lucia Chiappetta Cajola - Carmela Covato - Jean-Louis Derouet - Peter Early - Franco Frabboni - Constance Katz - James Levin - Pietro Lucisano - Roberto Maragliano - Romuald Normand - Michael Osborne - Donatella Palomba - Michele Pellerey - Clotilde Pontecorvo - Vitaly V. Rubtzov - Jaap Scheerens - Noah W. Sobe - Francesco Susi - Giuseppe Spadafora - Pat Thomson
Editorial Staff: Fabio Alivernini - Guido Benvenuto - Anna Maria Ciraci - Massimiliano Fiorucci - Luca Mallia - Massimo Margottini - Giovanni Moretti - Carla Roverselli
Editorial Secretary:Nazarena Patrizi
© 2001 LED Edizioni Universitarie di Lettere Economia Diritto