Research in cognitive development has highlighted that early numeracy skills are associated with later math achievement, suggesting that these skills should be targeted in early math education. Here we tested whether tools used by researchers to assess mathematical thinking could be useful in the classroom. This paper describes a collaborative project between cognitive scientists and school board researchers/educators implementing numeracy screeners with kindergarten students over the course of three school years. The Give-N task (Wynn, 1990) was used with first-year kindergarten students and the Numeracy Screener (Nosworthy, Bugden, Archibald, Evans, & Ansari, 2013) with second-year kindergarten students. Results indicated that educators (N = 59) found the tools feasible to implement and helpful for exploring their students' thinking and targeting instruction. The educators' feedback also helped inform improvements to the implementation of the tools and future directions for both the schools and the researchers. This work emphasizes the importance of transdisciplinary collaboration to address the research-practice gap.

中文翻译：

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探索幼儿园课堂早期数学评估的实施：研究-实践合作

认知发展研究强调，早期的计算能力与后来的数学成就相关，这表明这些技能应该成为早期数学教育的目标。在这里，我们测试了研究人员用来评估数学思维的工具在课堂上是否有用。本文描述了认知科学家和学校董事会研究人员/教育工作者之间的合作项目，他们在三个学年的过程中对幼儿园学生实施算术筛选器。Give-N 任务 (Wynn, 1990) 用于幼儿园一年级学生，算术筛选器 (Nosworthy, Bugden, Archibald, Evans, & Ansari, 2013) 用于幼儿园二年级学生。结果表明，教育者（N = 59) 发现这些工具可以实施并且有助于探索学生的思维和针对性教学。教育工作者的反馈也有助于为学校和研究人员改进工具的实施和未来方向提供信息。这项工作强调了跨学科合作解决研究-实践差距的重要性。