Abstract: Objective To develop a mathematical ability assessment tool suitable for preschool children, and to conduct reliability and validity analysis, so as to provide a scientific and feasible instrument for the early clinical identification of children with mathematical learning difficulties. Methods The framework and items of the scale were constructed and revised based on expert consultations and preliminary surveys, ultimately forming the Preschool Children's Mathematical Learning Ability Scale. A multi-stage sampling method was employed, and a total of 500 children aged 3 - 6 years were included in the study. Reliability and validity analysis were conducted on the sample data. Results The Preschool Children's Mathematics Learning Ability Scale consisted of 24 items across four dimensions. In terms of validity testing, the exploratory factor analysis yielded a KMO value of 0.945, with four dimensions extracted. Confirmatory factor analysis showed that the scale structure model fit well, with χ²/df=3.033, RMSEA=0.064, CFI=0.917, TLI=0.907, and IFI=0.918. The correlation coefficients between each dimension and the total scale ranged from 0.755 to 0.924. Using the arithmetic subtest of the Wechsler Preschool and Primary Scale of Intelligence-Third Edition as a criterion, the correlation coefficient with the total scale was 0.811, and the correlation coefficients with individual dimensions ranged from 0.589 to 0.777. The reliability tests confirmed that the Cronbach's α coefficient for the total scale was 0.937, with each dimension ranging from 0.787 to 0.872. The split-half reliability of the total scale was 0.911, with each dimension ranging from 0.679 to 0.899. The test-retest reliability of the total scale was 0.986, with each dimensions ranging from 0.822 to 0.927. Conclusion The Preschool Children's Mathematics Learning Ability Scale demonstrates good reliability and validity, providing theoretical basis for the early identification and intervention of children with Mathematics learning difficulties.

Key words: preschool children, mathematics learning, scale, reliability and validity

摘要： 目的 编制适合学龄前儿童数学学习能力的评估工具,并进行信效度分析,为临床早期识别数学学习困难儿童提供科学、可行的工具。方法 构建量表框架及条目,根据专家咨询意见及预调查进行修订,形成学龄前儿童数学学习能力量表。采用多阶段抽样方法,共纳入500名3~6岁儿童,进行调查并对量表进行信、效度分析。结果 学龄前儿童数学学习能力量表下设4个维度,共24个条目。效度检验结果显示,探索性因子分析KMO值为0.945,可提取4个维度;验证性因子分析,量表结构模型拟合χ²/df =3.033,RMSEA=0.064,CFI=0.917,TLI=0.907,IFI=0.918;各维度与总量表相关系数为0.755~0.924之间;以韦氏学龄前儿童智力测验量表算数部分为效标,与总量表相关系数为0.811,各维度相关系数在0.589~0.777之间;信度检验结果显示,总量表Cronbach's α系数为0.937,各维度在0.787~0.872之间;总量表折半信度为0.911,各维度在0.679~0.899之间;总量表重测信度为0.986,各维度在0.822~0.927之间。结论 学龄前儿童数学学习能力量表信效度良好,为学龄前数学学习困难儿童的早期识别与早期干预提供理论依据。

关键词: 学龄前儿童, 数学学习, 量表, 信效度