Assessing pupil knowledge of the sequential structure of numbers
This article by Wright and Ellemor-Collins provides insight into assessing knowledge of sequential structure and argues that this is important basic number knowledge. The report draws on results
from a three-year project which has the goal of developing pedagogical tools for intervention in the number learning of low-attaining third- and fourth-graders (8- to 10-year-olds). These tools include assessment tasks to inform intervention. The report focuses on four groups of assessment tasks that collectively enable detailed documenting of pupils’ knowledge of the sequential structure of numbers. Tasks and pupils’ responses are described in detail.