Validating a Home Numeracy Questionnaire in Ecuador Using Factor Analysis

Yıl 2020, Cilt: 5 Sayı: 1, 37 - 42, 01.01.2020

Jo Van Hoof Gina Bojorque Joke Torbeyns Daniël Van Nıjlen Lieven Verschaffel

https://doi.org/10.24331/ijere.650861

Cited By: 1

Öz

The home numeracy questionnaire (HNQ) developed by LeFevre et al. (2009) is a self-report instrument to assess the home numeracy of young children. In this questionnaire, young children’s parents have to indicate how often their child participates both in direct (e.g., counting down: 10, 9, 8, …) and indirect numeracy activities (e.g., playing board games with die or spinner). Based on a principal component analysis, LeFevre and colleagues found a four factor structure of the HNQ. Using a sample of 176 Ecuadorian parents, we investigated the validity and reliability of the HNQ in a developing country. A confirmatory factor analysis indicated that, with minor changes to the model, the same four factor model could be found as by LeFevre et al. (2009). This study not only confirmed the validity and reliability of the HNQ, but also showed its usefulness for investigating young children’s home numeracy beyond developed countries

Anahtar Kelimeler

Home numeracy, kindergartners, test validity

Kaynakça

• Anders, Y., Grosse, C., Roßbach, H.-G., Ebert, S., & Weinert, S. (2012). Preschool and primary school influences on the development of children’s early numeracy skills between the ages of 3 and 7 years in Germany. School Effectiveness and School Improvement, 24, 195–211. doi: 10.1080/09243453.2012.749794 Anderson, A. (1998). Parents as partners: Supporting children’s mathematics learning prior to school. Teaching Children Mathematics, 4, 331-337. Aunola, K., Leskinen, E., Lerkkanen, M. K., & Nurmi, J. E. (2004). Developmental dynamics of math performance from preschool to grade 2. Journal of Educational Psychology, 96, 699–713. doi:10.1037/0022-0663.96.4.699 Bojorque, G., Torbeyns, J., Hannula-Sormunen, M., Van Nijlen, D., & Verschaffel, L. (in press). Development of SFON in Ecuadorian kindergartners. European Journal of Psychology of Education. Bojorque, G., Torbeyns, J., Van Hoof, J., Van Nijlen, D., & Verschaffel, L. (2017). Effectiveness of the Building Blocks program for enhancing Ecuadorian kindergartners’ numerical competencies. Manuscript submitted for publication. Clements, D. H., & Sarama, J. (2007). Effects of a preschool mathematics curriculum: Summative research on the Building Blocks project. Journal for Research in Mathematics Education, 38, 136−163. De Smedt, B., Verschaffel, L., & Ghesquiere, P. (2009). The predictive value of numerical magnitude comparison for individual differences in mathematics achievement. Journal of Experimental Child Psychology, 103, 469–479. doi:10.1016/j.jecp.2009.01.010 Hart, S. A., Ganley, C. M., & Purpura, D. J.. (2016). Understanding the home math environment and its role in predicting parent report of children’s math skills. Plos One, 11: 1-30. doi:10.1371/journal.pone.0168227 Hindun (2019). Impact of education level on unemployment rate in Indonesia. International Journal of Educational Research Review,4(3),321-324. doi: 10.24331/ijere.573866 INEC (Instituto Nacional de Estadísticas y Censos). (2010). Resultados del censo 2010. Quito, Ecuador, retrieved from http://www.ecuadorencifras.gob.ec/publicaciones_libros/Nuevacarademograficadeecuador.pdf Küçükdeveci, A. A., Sahin, H., Ataman, S., Griffiths, B., & Tennant, A. (2004). Issues in cross‐cultural validity: Example from the adaptation, reliability, and validity testing of a Turkish version of the Stanford Health Assessment Questionnaire. Arthritis Care & Research, 51, 14-19. doi: 10.1002/art.20091 LeFevre, J.-A., Skwarchuk, S.-L., Smith-Chant, B. L., Fast, L., Kamawar, D., & Bisanz, J. (2009). Home numeracy experiences and children’s math performance in the early school years. Canadian Journal of Behavioral Science, 41, 55-66. doi:10.1037/a0014532 Mutaf, B., Sasanguie, D., De Smedt, B., Reynvoet, B. (2018). Frequency of Home Numeracy Activities Is Differentially Related to Basic Number Processing and Calculation Skills in Kindergartners. Frontiers in Psychology, 9, Art.No. 340. doi: 10.3389/fpsyg.2018.00340 Ökten, P. (2016). Parental Academic Support in Education. International Journal of Educational Research Review, 1, 18-24. doi: 10.24331/ijere.309963 Segers, E., Kleemans, T., & Verhoeven, L. (2015). Role of parent literacy and numeracy expectations and activities in predicting early numeracy skills. Mathematical Thinking and Learning, 17, 219-236. doi:10.1080/10986065.2015.1016819 Sénéchal, M., & LeFevre, J.-A. (2002). Parental involvement in the development of children’s reading skill : A five-year longitudinal study. Child Development, 73, 445-460. Skwarchuk, S-L., Sowinski, C., & leFevre, J-A. (2014). Formal and informal home learning activities in relation to children’s early numeracy and literacy skills: The development of a home numeracy model. Journal of Experimental Child Psychology, 121, 63-84. doi:10.1016/j.jecp.2013.11.006 Susperreguy, M.I., & Davis-Kean, P. E. (2016). Maternal math talk in the home and math skills in preschool children. Early education and Development, 20, 1-17.Thompson, R. J., Napoli, A. R., & Purpura, D. J. (2017). Age-related differences in the relation between the home numeracy environment and numeracy skills. Infant and Child Development, 26, e2019. doi:10.1002/icd.2019 Thompson, R. J., Napoli, A. R., & Purpura, D. J. (2017). Age-related differences in the relation between the home numeracy environment and numeracy skills. Infant and Child Development, 26, e2019. doi:10.1002/icd.2019 Torbeyns, J., Gilmore, C., & Verschaffel, L. (2015). The acquisition of preschool mathematical abilities: Theoretical, methodological and educational considerations. An introduction. Mathematical Thinking and Learning, 17, 99-115. doi:10.1080/10986065.2015.1016810 UNESCO (2008). Segundo estudio regional comparativo y explicativo. Los aprendizajes de los estudiantes de América Latina y el Caribe [Second regional comparative and explanatory study. Students learning from Latin America and the Caribbean]. Santiago, Chile: Oficina Regional de Educación de la UNESCO para América Latina y el Caribe. Retrieved from http://unesdoc.unesco.org/ images/0019/001902/190297s.pdf United Nations (2016). World economic situation and prospects 2016. New York. van de Vijver, F., & Tanzer, N. K. (2004). Bias and equivalence in cross-cultural assessment: an overview. Revue européenne de psychologie appliquée, 54, 119-135. doi:10.1016/j.erap.2003.12.004 Verschaffel, L., Torbeyns, J., De Smedt, B. (2017). Young children’s early mathematical competencies: Analysis and stimulation. In T. Dooley & G. Gueudet (Eds.), Proceedings of the Tenth Congress of the European Society for Research in Mathematics Education (pp. 31-52). Dublin, Ireland