Successful early mathematical development is vital to children’s later education, employment, and wellbeing outcomes. However, established measurement tools are infrequently used to (i) assess children’s mathematical skills and (ii) identify children with or at-risk of mathematical learning difficulties. In response, this pre-registered systematic review aimed to provide an overview of measurement tools that have been evaluated for their psychometric properties for measuring the mathematical skills of children aged 0–8 years. The reliability and validity evidence reported for the identified measurement tools were then synthesised, including in relation to common acceptability thresholds. Overall, 41 mathematical assessments and 25 screeners were identified. Our study revealed five main findings. Firstly, most measurement tools were categorised as child-direct measures delivered individually with a trained assessor in a paper-based format. Secondly, the majority of the identified measurement tools have not been evaluated for aspects of reliability and validity most relevant to education measures, and only 15 measurement tools met the common acceptability thresholds for more than two areas of psychometric evidence. Thirdly, only four screeners demonstrated an acceptable ability to distinguish between typically developing children and those with or at-risk of mathematical learning difficulties. Fourthly, only one mathematical assessment and one screener met the common acceptability threshold for predictive validity. Finally, only 11 mathematical assessments and one screener were found to concurrently align with other validated measurement tools. Building on this current evidence and improving measurement quality is vital for raising methodological standards in mathematical learning and development research.

成功的早期数学发展对于儿童以后的教育、就业和福祉至关重要。然而，现有的测量工具很少用于（i）评估儿童的数学技能和（ii）识别患有数学学习困难或有数学学习困难风险的儿童。作为回应，这项预先注册的系统评价旨在概述已评估其心理测量特性的测量工具，用于测量 0-8 岁儿童的数学技能。然后综合针对已确定的测量工具报告的可靠性和有效性证据，包括与常见可接受性阈值相关的证据。总体而言，确定了 41 项数学评估和 25 项筛选。我们的研究揭示了五个主要发现。首先，大多数测量工具被归类为儿童直接测量，由经过培训的评估员以纸质形式单独提供。其次，大多数已确定的测量工具尚未针对与教育测量最相关的信度和效度进行评估，并且只有 15 个测量工具满足两个以上心理测量证据领域的共同可接受阈值。第三，只有四名筛选者表现出了区分正常发育儿童和有数学学习困难或有数学学习困难风险的儿童的可接受的能力。第四，只有一项数学评估和一项筛选符合预测有效性的常见可接受阈值。最后，只有 11 项数学评估和一项筛选器被发现与其他经过验证的测量工具同时保持一致。 基于现有证据并提高测量质量对于提高数学学习和发展研究的方法标准至关重要。