Nancy C. Jordan is Principal Investigator of the Number Sense Intervention Project (funded by the Eunice Kennedy Shriver National Institute of Child Health and Human Development) as well as the Center for Improving Learning of Fractions (funded by the Institute of Educational Sciences). She is author or coauthor of many articles in mathematics learning difficulties and has recently published articles in Child Development, Journal of Learning Disabilities, Developmental Science, Developmental Psychology, and Journal of Educational Psychology. Dr. Jordan holds a bachelor's degree from the University of Iowa, where she was awarded Phi Beta Kappa, and a master's degree from Northwestern University. She received her doctoral degree in education from Harvard University and completed a postdoctoral fellowship at the University of Chicago. Before beginning her doctoral studies, she taught elementary school children with special needs. Dr. Jordan served on the Committee on Early Childhood Mathematics of the National Research Council of the National Academies.
Joseph J. Glutting is a quantitative psychologist. He is a former project director of clinical and industrial measurement for The Psychological Corporation. He is also a certified school psychologist with 5 yearsa (TM) full-time experience in the public schools. He previously taught classes in child psychopathology, intelligence testing, and child personality assessment. Dr. Glutting specializes in applied multivariate statistics and test construction. He developed several standardized measures of intelligence, occupational interest, and attention-deficit/hyperactivity disorder (ADHD) including the Wide Range Intelligence Test (WRIT; Wide Range, 2000), Wide Range Interest and Occupation Testa "Second Edition (WRIOT2; Wide Range, 2003), and College ADHD Response Evaluation (CARE; Wide Range, 2002). He coauthored the Number Sense Battery (NSB; Merrill Publishing, in press) with Nancy Jordan and published more than 100 peerreviewed journal articles and book chapters. Dr. Glutting currently teaches graduate classes in applied multivariate and univariate statistics, as well as an undergraduate class in tests and measurement. His research is supported by the Institutes of Education Sciences and the National Institutes of Health.
Nancy Dyson has been in education for more than 30 years as both a teacher and the director of a parent cooperative school. She recently completed her doctoral degree in education at the University of Delaware with a research focus on students struggling with mathematics.
"Draws upon [Nancy Jordan's pioneering] research to produce a
valuable measure that can be used to identify children in need of
help and to plan sound interventions for them."--Herbert P.
Ginsburg"Teachers College Columbia University" (02/14/2012)
"An indispensable, teacher-friendly tool for ensuring that all students shoot out of the starting gate when they get to first-grade math."--Nancy Krasa"co-author, Number Sense and Number Nonsense: Understanding the Challenges of Learning Math" (02/14/2012)
"In addition to supplying a numerical score for areas related to number sense, the screener allows the assessor to document the strategies children use for addition and subtraction. This is of particular interest to teachers, who can apply this information to their classroom instruction."--Sally Moomaw, Ed.D."University of Cincinnati" (02/14/2012)
"Although many intervention programs and assessment tools profess to be research-based, the Number Sense Screener (NSS) unquestionably meets the strictest standards for making such a claim. An unparalleled tool for use by classroom teachers, learning specialists, and school psychologists."--Daniel B. Berch"University of Virginia" (02/14/2012)
"A much needed, scientifically grounded instrument for the assessment of early numerical abilities. The test represents a significant and welcomed advance in our ability to identify early risk for long-term difficulties in learning mathematics." --David C. Geary, Ph.D.