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.
The authors are colleagues at the University of Cincinnati.
Sally Moomaw, firstname.lastname@example.org, 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, email@example.com, 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, firstname.lastname@example.org, is an associate professor of early childhood education who coordinates early childhood licensure, distance learning, and graduate programs.
David Barnett, email@example.com, is a professor of school psychology. His teaching and research interests include early intervention, measurement, and decision making.