ABSTRACT

This systematic review analyses the research results of low-achieving grade K-3 children’s numeracy competencies by investigating the research approaches used, the definitions of low achievers and the numeracy competencies reported. 18 articles, identified in ERIC, PsycINFO and Web of Science, were selected for further analysis. The results show that the main part of the studies used a fixed-strategy design, mainly reporting on children’s numeracy competencies at a group level in which the children’s numeracy competencies were summarily described and focused on difficulties and common errors. Identification of what is defined as low achiever was based on test results from both standardised and non-standardised tests, as well as teacher assessments. The predominant numeracy competencies assessed were basic facts (automatic recall 0–20) and arithmetic skills (addition and subtraction), as well as competencies related to counting. Analyses of the children’s understanding when they do not follow the typical way of learning were not found, which indicates the need for a qualitative approach to the quantitative research results in order to provide deeper understanding of children’s ways of understanding and operating with numbers.

摘要

本系统评价通过调查所使用的研究方法、低成就者的定义和报告的计算能力，分析了 K-3 年级低成就儿童计算能力的研究结果。选择了 ERIC、PsycINFO 和 Web of Science 中的 18 篇文章进行进一步分析。结果表明，研究的主要部分采用固定策略设计，主要报告儿童在群体层面的计算能力，其中对儿童的计算能力进行概括描述，并重点关注困难和常见错误。根据标准化和非标准化测试的测试结果以及教师评估来确定低成就者。评估的主要计算能力是基本事实（自动回忆 0-20）和算术技能（加法和减法），以及与计数相关的能力。未发现儿童不遵循典型学习方式时的理解分析，这表明需要对定量研究结果采用定性方法，以便更深入地了解儿童理解和操作数字的方式。