Abstract
•Three measures out of 18 showed promising measurement properties.•The most reported reliability property was internal consistency for 11/18 measures.•Further validation is recommended for all included measures.•To study structural validity, CFA or IRT are the most recommended analysis.•In the development of a new measure, content validity needs to be ensured.
This systematic review aimed to summarize the characteristics and the measurement properties of functional numeracy measures developed for use by teachers among 9–12-year-old children with or without mathematical learning difficulties. A systematic search from five databases was conducted based on pre-defined criteria. PRISMA guidelines were followed for reporting the results. The terminology and classification of measurement properties adopted by the COSMIN taxonomy was used. Twenty-one studies of 18 measures met the inclusion criteria. Most of the identified measures did not report on several measurement properties due to incomplete or missing psychometric data. Knowledge of Mathematical Equivalence, BNPT, and MCS showed most promise based on the completeness of reporting measurement properties. Further validation is needed for all the included measures.