Erfassung von numerischen Kompetenzen im Kindergarten :  Eine Analyse ausgewählter Tests

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Abstract

Zusammenfassung. Hintergrund: Numerische Kompetenzen von Kindergartenkindern wie das Zählen, die Identifikation arabischer Zahlen, der Mengenvergleich sowie die Verbindung zwischen Zahlen und Mengen gelten als zentrale Prädiktoren für die mathematische Entwicklung. Um diese Kompetenzen im Kindergartenalter zuverlässig zu erfassen, braucht es geeignete Instrumente, die psychometrische, fachliche und didaktische Anforderungen erfüllen. Im deutschsprachigen Raum existieren bereits mehrere Tests zur Erfassung der numerischen Kompetenzen im Kindergarten. Diese werden im Rahmen dieses Artikels analysiert. Methoden: Sechs Tests aus dem deutschen Sprachraum wurden entlang des Testinhalts, psychometrischer Kriterien und des Aufgabenformats analysiert. Ergebnisse: Die Analysen haben gezeigt, dass zwischen den Tests teilweise große Unterschiede bestehen und nicht alle den psychometrischen Anforderungen genügen. Diskussion: Die Analysen deuten darauf hin, dass vor allem bei der inhaltlichen Validität sowie den Aufgabenformaten Entwicklungspotential besteht.

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Author and article information

Contributors

Noemi Gloor: (View ORCID Profile)

Journal

Title: Lernen und Lernstörungen

Abbreviated Title: Lernen und Lernstörungen

Publisher: Hogrefe Publishing Group

ISSN (Print): 2235-0977

ISSN (Electronic): 2235-0985

Publication date (Electronic): March 03 2023

Affiliations

[1 ]Institut für Erziehungswissenschaft, Universität Zürich, Schweiz

Article

DOI: 10.1024/2235-0977/a000409

SO-VID: af54356b-27b5-47a3-8f7e-e6208767dcd9

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