摘要：The present study assessed Finnish kindergarten (N = 177, M age = 76.4 months, SD = 3.7 months) and grade one (N = 178, M age = 87.2 months, SD = 3.7 months) children’s mathematical skills in the beginning of the school year. The mathematical skills were assessed once using researcher-developed paper-pencil tests. The variance analysis (ANOVA) was used to study the effects of age and gender on performance level. Boys and girls performed similarly in both samples, but age effects were found in the kindergarten and first grade; older children performed higher than younger ones. The older children may have had more opportunities to practise and get acquainted with mathematical issues, as the age difference between the youngest and the oldest child in the classroom can be up to one year. Children performing at or below the 25th percentile in both samples showed significantly weaker performance in several mathematical skills (i.e., number word sequences, enumeration, and addition and subtraction), compared to other performance groups. On the other hand, many children already understood in the beginning of the school year much of what is considered in mathematics curriculum and materials in their forthcoming school year in the kindergarten or the first grade.
其他摘要：The present study assessed Finnish kindergarten (N = 177, Mage = 76.4 months, SD = 3.7 months) and grade one (N = 178, Mage = 87.2 months, SD = 3.7 months) children’s mathematical skills in the beginning of the school year. The mathematical skills were assessed once using researcher-developed paper-pencil tests. The variance analysis (ANOVA) was used to study the effects of age and gender on performance level. Boys and girls performed similarly in both samples, but age effects were found in the kindergarten and first grade; older children performed higher than younger ones. The older children may have had more opportunities to practise and get acquainted with mathematical issues, as the age difference between the youngest and the oldest child in the classroom can be up to one year. Children performing at or below the 25th percentile in both samples showed significantly weaker performance in several mathematical skills (i.e., number word sequences, enumeration, and addition and subtraction), compared to other performance groups. On the other hand, many children already understood in the beginning of the school year much of what is considered in mathematics curriculum and materials in their forthcoming school year in the kindergarten or the first grade.
关键词：assessment; first grade mathematics; gender; kindergarten mathematics; lowperforming children
