Abstract
In this study, it was aimed to carry out the validity and reliability study of Number Sense Screener (NSS)’s Turkish version for 60-71 year-old children. The universe of the study in which general survey model was used consists of children at 60-71 years of age, who were continuing their education during the spring term of academic year 2017-2018 in public and private kindergartens under the Ministry of National Education within the central district of Aydin/Turkey. As for the sample of the study, 658 children contunuing their education in 12 different preschools pre-determined according to socioeconomic status (low-middle-high) were included through systematic sampling method. Validity and reliability studies were carried out using data from the NSS application. Drawing from the analyses, it was determined that item difficulty values of the assessment tool ranged between 0.08 and 0.96, item discrimination indices ranged between 0.17 and 0.53 and item infit and outfit values ranged between 0.50-1.50. Having used Guttman's lambda-2, Alpha coefficient, Feldt-Gilmer coefficient, Feldt-Brennan coefficient and Raju's beta coefficient, it was determined that reliability coefficient calculated for the entire assessment tool varied between .826 and .837. Following DIF analysis, it was concluded that assessment tool items were not biased towards gender. According to the results of the study, it was concluded that the Turkish version of NSS is a valid and reliable assessment tool for assessing the number sense of children at 60-71 months of age.
Highlights
The most important mathematical concept emphasized in preschool period is that of number (Charlesworth & Lind, 2010; Onkol, 2012)
In an attempt to evaluate the number sense of preschool children, there is another assessment tool called „Assessing Number Sense Instrument‟ developed by Wakefield and Ivrendi (2008). From this point of view, this study aims to conduct the validity reliability study of the Number Sense Screener (NSS), which is frequently used in international literature to evaluate the number sense of preschool children, for children at 60-71 months of age
As part of the validity and reliability studies of Number Sense Screener (NSS) for 60-71 months old children, this section includes content validity indices difficulty and discrimination values of items, standard deviation values, reliability analyses for the entirety of assessment tool and its items, and differential item functioning (DIF) results to determine whether the item statistics and assessment tool items obtained through Rash analysis are biased toward gender
Summary
The most important mathematical concept emphasized in preschool period is that of number (Charlesworth & Lind, 2010; Onkol, 2012). The concept of number is a cornerstone for mathematics programs (NAEYC, 2010) and is a prerequisite for teaching advanced mathematics skills (Charlesworth, 2012; Nguyen et al, 2016). The National Council of Teachers of Mathematics-NCTM (2000) emphasizes the importance of developing number skills in mathematics programs during early childhood and highlights that the longest duration of preschool education should be allocated for number skills (as cited in Yılmaz, 2012). Number knowledge in preschool period includes many interrelated skills. These skills are often referred to as „number sense‟ in international literature (Gersten, Jordan, & Flojo, 2005; Jordan, Gluttin & Dyson, 2012; Cekirdekci, Sengul & Dogan, 2016)
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