Assessing and understanding early numeracy for students with additional learning needs

Abstract

Almost 5% of Australian students fail to reach minimum standards for numeracy as assessed on the national assessment and monitoring program, and this is of particular concern in light of evidence that poor numeracy contributes to lifelong problems such as difficulty getting and maintaining employment. Learning progressions, particularly in mathematics, have been identified as effective ways to support teachers' understanding of skill development and connect assessment and pedagogy. The aim of the study described in this chapter was to design an assessment of early numeracy skills for students with additional learning needs that could be mapped to a learning progression. Trialled with 2597 st..