פיתוח כלי לבדיקת המהירות והדיוק בחישוב המבוסס על תובנה מספרית בקרב תלמידים בכיתות ג׳-ו ׳

This article presents a study that accompanies the process of developing a test for identifying pupils' abilities and difficulties when performing mathematical calculations. The two main criteria considered to be those that determine a child's abilities and difficulties while calculating are (1) the pupil's level of skill and mastery of basic mathematical facts, and (2) the extent to which he/she employs number sense in order to perform his/her calculations. Computational articulation occurs when a balance and a connection exist between conceptual understanding and computational fluency. The test assesses numerosity, which is based on number sense and is built according to the elementary mathematics curriculum, as well as on theoretical and empirical knowledge. The measure includes ten addition and subtraction exercises and twelve multiplication and division exercises that are assessed by means of three modes: oral, written, and the recognition of incorrect answers. The article presents the distribution of grades reflecting the speed and accuracy of calculation among pupils with and without difficulties. In addition, results pertaining to the test's reliability and validity are presented. It is important that this measure and its results be included in the elementary teacher education program and constitute part of the teachers' toolbox and their knowledge base as regards the identification of pupils with difficulties in the regular classroom.