ABSTRACT

This study assessed the psychometric properties of a digital early mathematics assessment, the Ani Banani Math Test (ABMT) in three samples (N₁ = 243, N₂ = 691, N₃ = 1282) in kindergarten and first grade (age range 4.67– 7.30). Confirmatory factor analyses showed that the ABMT appears to measure one general construct of children’s informal mathematics development. MIMIC models showed that all items functioned similarly across age, socioeconomic status, and sex, except for two items which showed a bias towards boys and one item towards girls. The correlations with other mathematics assessments were strong, and significantly stronger than with executive function, working memory, and literacy measures, indicating concurrent and discriminant validity. The task was highly correlated with mathematics achievement five years later, indicating high predictive validity. Taken together, the ABMT appears to be a psychometrically valid research measure of children’s overall early mathematics skills; however, caution should be taken when comparing mean scores for boys and girls.

摘要

这项研究评估了三个样本（N ₁  = 243，N ₂  = 691，N ₃）中数字早期数学评估的心理测量特性，即Ani Banani数学测试（ABMT）。 = 1282）在幼儿园和一年级（年龄范围4.67–7.30）。验证性因素分析表明，ABMT似乎可以衡量儿童非正式数学发展的一种一般结构。MIMIC模型显示，所有项目在年龄，社会经济地位和性别方面均具有相似的功能，除了两项显示出对男孩的偏见和一项表现出对女孩的偏见之外。与其他数学评估的相关性很强，并且比执行功能，工作记忆和读写能力强得多，表明并发性和判别性是有效的。这项任务与五年后的数学成就高度相关，表明其具有较高的预测效度。综上所述，ABMT似乎是对儿童整体早期数学技能的心理学上有效的研究指标；然而，