A Rasch modeling approach for measuring young children’s informal mathematics in Peru

Martín Malaspina; Benito Arias

doi:10.29333/ejmste/12303

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Martín Malaspina ¹ ^* , Benito Arias ²

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¹ Pontificia Universidad Católica del Perú, Lima, PERU² Universidad de Valladolid, Valladolid, SPAIN^* Corresponding Author

Abstract

One of the strongest predictors of future academic achievement is the early and informal math skills children begin their school studies. Because of this, it is essential to have proper tools for measuring the development of mathematical thinking at an early age to be able to intervene in a timelier, more effective way. The purpose of this research is to calibrate the items of informal mathematics from the test of early mathematics ability–third edition (TEMA-3) by applying the Rasch model. A total of 148 Peruvian preschool children (ranging in age from five to six years) participated in the study. The results show good psychometric properties of the informal mathematics dimension of the instrument, which indicates a good fit of the student sample, the items to the proposed model and a tendency toward unbiased items. We further determined that the items analyzed exhibit a consistent internal structure at the theoretical level.

Keywords

early childhood education
informal mathematics
mathematics assessment
psychometrics
Rasch model
a test of early mathematics ability

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This is an open access article distributed under the Creative Commons Attribution License which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.

Article Type: Research Article

EURASIA J Math Sci Tech Ed, 2022, Volume 18, Issue 9, Article No: em2147

https://doi.org/10.29333/ejmste/12303

Publication date: 02 Aug 2022

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Article Downloads: 730

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How to cite this article

APA

Malaspina, M., & Arias, B. (2022). A Rasch modeling approach for measuring young children’s informal mathematics in Peru. Eurasia Journal of Mathematics, Science and Technology Education, 18(9), em2147. https://doi.org/10.29333/ejmste/12303

Vancouver

Malaspina M, Arias B. A Rasch modeling approach for measuring young children’s informal mathematics in Peru. EURASIA J Math Sci Tech Ed. 2022;18(9):em2147. https://doi.org/10.29333/ejmste/12303

AMA

Malaspina M, Arias B. A Rasch modeling approach for measuring young children’s informal mathematics in Peru. EURASIA J Math Sci Tech Ed. 2022;18(9), em2147. https://doi.org/10.29333/ejmste/12303

Chicago

Malaspina, Martín, and Benito Arias. "A Rasch modeling approach for measuring young children’s informal mathematics in Peru". Eurasia Journal of Mathematics, Science and Technology Education 2022 18 no. 9 (2022): em2147. https://doi.org/10.29333/ejmste/12303

Harvard

Malaspina, M., and Arias, B. (2022). A Rasch modeling approach for measuring young children’s informal mathematics in Peru. Eurasia Journal of Mathematics, Science and Technology Education, 18(9), em2147. https://doi.org/10.29333/ejmste/12303

MLA

Malaspina, Martín et al. "A Rasch modeling approach for measuring young children’s informal mathematics in Peru". Eurasia Journal of Mathematics, Science and Technology Education, vol. 18, no. 9, 2022, em2147. https://doi.org/10.29333/ejmste/12303