Surfacing Partial Understandings: Mathematical Tasks and How We Use Them

• In Event: 77.052 - New Research on Children's Learning of Number and Operations, Pre-K to Grade 3

Abstract

Capturing the breadth and variety of children’s understanding is critical if studies of children’s mathematical thinking are to inform policy and practice. This paper presents an investigation of young children’s counting. Analyses of 476 preschoolers’ participation in counting revealed evidence of understanding that would be overlooked by solely assessing the accuracy of their responses. Children often demonstrated knowledge within a challenging task that was not captured by other, simpler tasks. We conclude that common approaches to assessing young children’s understanding are likely underestimating their capabilities. This study contributes to researchers’ understanding of what making sense of counting looks and sounds like in preschool, and how notions of competence might be broadened to better recognize what children know and can do.

Authors

• Nicholas Charles Johnson, University of California - Los Angeles

• Angela Chan Turrou, University of California - Los Angeles

• Brandon McMillan, University of California - Los Angeles

• Mary Candace Raygoza, Saint Mary's College of California

• Megan L. Franke, University of California - Los Angeles