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,, 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,, 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,, is an associate professor of early childhood education who coordinates early childhood licensure, distance learning, and graduate programs.

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

(Corresponding author is Moomaw
(Corresponding author is Carr
(Corresponding author is Boat
(Corresponding author is Barnett
Teaching Children Mathematics
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