| dc.description.abstract | Background: According to research, there is a positive relation between early numeracy and later success in mathematics. Therefore, teachers need to discover delays in the child’s early numeracy to make early intervention possible. For this, teachers need to form a judgment either through observing in the classroom and analyzing tests or through observing the child in general. No consensus has been reached by researchers in literature concerning the value of teacher judgment. Aim: The aim of this study is to examine whether there is correlation between early numeracy and teacher judgment. Given the fact that the Utrechtse Getalbegrip Toets- Revised (UGT-R) offers a valid measurement of this early numeracy, this instrument is used to assess the children’s level of early numeracy. The value of teacher judgment is reviewed with a correlation-test and regression analysis. The research is executed with 92 children, aged 5-7, from years 2 and 3 from several Dutch primary schools. Results: Results of the present study show significant correlations between results on the UGT-R and teacher judgment for years 2 and 3, and ages 5-7. Tests have also shown a positive correlation between teacher judgment and results on two categories of the UGT-R (i.e. telvaardigheden en Piagetiaanse vaardigheden) for year 3 and on all categories for year 2. Additionally, a regression analysis has shown a significant influence of children’s early numeracy, as measured with the UGT-R, on teacher judgment of that early numeracy. Conclusion: According to this study there is a significant correlation between teacher judgment and early numeracy. The level of early numeracy is also a significant predictor of teacher judgment. This thesis implies teacher judgment should be used more, instead of testing. Further research with a longitudinal design should be done on the correlation between teacher judgment and early numeracy through the years. | |
