Proceedings of the International Groups for the Psychology of Mathematics Education. 2015, 39, 3-289-3-296
This paper presents the outcomes of a research project aimed at developing mapping tests designed to identify students at-risk of lagging behind in mathematics. Data from the first test implementation (N1 = 2,370, N2 = 2,483 and N3 = 2,286) are used to investigate at-risk grade 1–3 students’ understanding of the number sequence and the number line, as well as to discuss how this knowledge develops across grades. Analyses indicate at-risk students demonstrate a weak understanding of the number sequence. When attempting to identify target numbers on a structured number line, many consistently count by one from zero. Evidence suggests at-risk students do not master counting by two, five or ten. In addition, some struggle with the conventions for writing numbers. More growth is seen from grade 1 to 2 than from grade 2 to 3.