Consider using a game-based assessment of number sense in young children, including those at risk because of socioeconomic level, disability, or the necessity of learning a second language.

Contributor Notes

The authors are colleagues at the University of Cincinnati.

Sally Moomaw, sally.moomaw@uc.edu, taught preschool and kindergarten children for twenty-five years. She is now an assistant professor, teaching and conducting research in early childhood mathematical development.

Victoria Carr, victoria.carr@uc.edu, is an assistant professor and directs the Arlitt Child and Family Research and Education Center. She is interested in evidence-based practices in preschool settings.

Mary Boat, mary.boat@uc.edu, is an associate professor of early childhood education who coordinates early childhood licensure, distance learning, and graduate programs.

David Barnett, barnetdw@uc.edu, is a professor of school psychology. His teaching and research interests include early intervention, measurement, and decision making.

(Corresponding author is Moomaw sally.moomaw@uc.edu)
(Corresponding author is Carr victoria.carr@uc.edu)
(Corresponding author is Boat mary.boat@uc.edu)
(Corresponding author is Barnett barnetdw@uc.edu)
Teaching Children Mathematics
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