Abstract
Background: This article presents the Afrikaans translation of an originally German diagnostic test for early number concept development. The process of ‘importing’ a test to South Africa by considering linguistic-, functional-, cultural and metric equivalence is outlined. A theoretical model describes five levels of young children’s hierarchical number concept development which collectively contribute to early mathematical understanding. The five-level hierarchical structure has previously been confirmed by testing the theoretical model in a one-dimensional Rasch analysis in Germany. Aim: The current study aimed to determine whether the individual items, allocated to test the concepts of each level of the Afrikaans translation of the diagnostic test, confirm the hierarchical structure of the theoretical model. Setting: A Rasch analysis indicated that the model was fit for the Afrikaans translation. A sample of 165 Afrikaans-speaking grade one children was tested in six Afrikaans medium primary schools in Gauteng. Methods: Analysis of fit values, person and item reliability and a person–item map was used as part of a Rasch analysis. Results: The theoretical model of hierarchical number concept development holds for the Afrikaans MARKO-D. Five levels were clearly distinguishable on a Write map and the individual items tested the concepts according to the levels of the theoretical model. Conclusion: The Afrikaans MARKO-D can now successfully be used to describe young Afrikaans children’s number concept development. A five-level theoretical model is a useful tool for teachers using the MARKO-D to assess young children’s numerical competence.
Highlights
Background and orientation of the studyYoung children’s understanding of early number concepts varies significantly in the early school years (Desoete 2015)
The purpose of this article is to answer the research question: Does the theoretical model of hierarchical number concept development hold for the Afrikaans translation of the MARKO-D-test? Three sub-questions guided the researcher: (1) Can the five development levels of the Afrikaans MARKO-D be distinguished on a Wright map?; (2) Do the individual items test the concepts of the levels it was designed to test?; and (3) Is the Afrikaans translation an accurate translation of the German test?
The objectives of this study was to determine whether the five development levels could be distinguished on a Wright map, to find out whether the individual items tested the concepts of the level it was designed to and to determine whether the Afrikaans translation was an accurate translation of the German test
Summary
Background and orientation of the studyYoung children’s understanding of early number concepts varies significantly in the early school years (Desoete 2015). Results of international tests, such as the Southern and Eastern Africa Consortium for Monitoring Educational Quality (SACMEQ 2010) and Trends in International Mathematics and Science Study (TIMSS 2015), highlight the idea that many young children in South Africa struggle to develop mathematical competence during their first few years of education. Previous studies have indicated that there is a relationship between early number concept development and mathematical performance when children progress through formal education (Aunola et al 2004). Young children’s number concept understanding should ideally be described at the beginning of formal education to identify children who may possibly encounter mathematical learning difficulties (Mononen & Aunio 2016). A theoretical model describes five levels of young children’s hierarchical number concept development which collectively contribute to early mathematical understanding.
Sign-in/Register to view highlights & summary Sign-in/Register to access full text options 
Free) 
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a call
