Cluster Analysis of Early Math Assessment Items (Poster 2)

• In Event: Thursday Poster Session 4:20 pm
  In Poster Session: Early Education and Child Development: Poster Session 1

Abstract

This cluster analysis of math assessment items examined patterns in children’s mathematical thinking. Results show groups of concepts and skills consistent with hypothesized developmental progressions of young children’s math learning and development. Clusters show groups of children having high proficiency in early competencies such as reciting number words and object-number correspondence and decreasing proficiency at later levels, such as counting on from a given number or producing 10 or more items. This study is unique in its examination of developmental progressions through cluster analysis of assessment item responses. In addition to providing evaluation of developmental progressions, the research found a cluster influenced by children’s experience with numerals. Implications to practice, policy, and research are discussed.

Authors

• Shannon Stark Guss, University of Denver

• Christina D. Mulcahy, University of Denver

• Douglas H. Clements, University of Denver

• Julie Sarama, University of Denver

• Crystal A Day-Hess, University of Denver