Test of Early Mathematics Ability (TEMA -3)

The Test of Early Mathematics Ability, Third Edition (TEMA-3) is a test that assesses the mathematics performance of children ages 3 to 8:11. The instrument is norm-referenced and can be used for monitoring progress, screening readiness, and informing instruction.


Number Sense, Number Properties and Operations; Counting, Additional Topics

Administration information

40 minutes
TEMA-3 Complete Kit (includes Examiner's Manual, Picture Book Form A, Picture Book Form B, 25 Examiner Record Booklets Form A, 25 Examiner Record Booklets Form B, 25 Worksheets Form A, 25 Worksheets Form B, Assessment Probes, 5" x 8" cards, 25 blocks, 25
"Level B (Purchasing requires a master's degree in psychology, education, speech language pathology, occupational therapy, social work, counseling, or field related to assessment, and formal training in the ethical adminitration, scoring, and interpretat

Access and Use

Instrument Use in Peer-Reviewed Studies

Ryoo, Ji Hoon; Molfese, Victoria J.; Brown, E. Todd. (2018). Strategies to Encourage Mathematics Learning in Early Childhood: Discussions and Brainstorming Promote Stronger Performance. Early Education and Development, v29 n4 p603-617.;

Green, Katherine B.; Gallagher, Peggy A.; Hart, Lynn (2018). Integrating Mathematics and Children's Literature for Young Children with Disabilities. Journal of Early Intervention, v40 n1 p3-19.;

Namkung, J. M., Peng, P., Goodrich, J. M., & Molfese, V. (2019). Exploring Growth Trajectories of Informal and Formal Mathematics Skills among Prekindergarten Children Struggling with Mathematics. Learning Disability Quarterly, 42(2), 80–91. https://doi.org/10.1177/0731948718786030;

Mattoon, C., Bates, A., Shifflet, R., Latham, N., & Ennis, S. (2015). Examining Computational Skills in Prekindergarteners: The Effects of Traditional and Digital Manipulatives in a Prekindergarten Classroom. Early Childhood Research & Practice, 17(1). Retrieved from https://eric.ed.gov/?q=%22TEMA-3%22&pr=on&id=EJ1072360;

Cueli, M., Areces, D., García, T., Rodríguez, C., Vallejo, G., & González-Castro, P. (2019). Influence of Initial Mathematical Competencies on the Effectiveness of a Classroom-Based Intervention. British Journal of Educational Psychology, 89(2), 288–306. https://doi.org/10.1111/bjep.12239;

Papadakis, S., Kalogiannakis, M., & Zaranis, N. (2018). The Effectiveness of Computer and Tablet Assisted Intervention in Early Childhood Students’ Understanding of Numbers. An Empirical Study Conducted in Greece. Education and Information Technologies, 23(5), 1849–1871. https://doi.org/10.1007/s10639-018-9693-7


Computer scoring
Open Access
Resources on Psychometric Properties

Bliss, S. (2006). Test Reviews: Ginsburg, H., & Baroody, A. (2003). Journal of Psychoeducational Assessment, 24(1), 85–98. https://doi.org/10.1177/0734282905282839;

Yao, S.-Y., Muñez, D., Bull, R., Lee, K., Khng, K. H., & Poon, K. (2017). Rasch Modeling of the Test of Early Mathematics Ability-Third Edition with a Sample of K1 Children in Singapore. Journal of Psychoeducational Assessment, 35(6), 615–627. https://doi.org/10.1177/0734282916651021