Children’s use of number line estimation strategies

Peeters, Dominique; Degrande, Tine; Ebersbach, Mirjam; Verschaffel, Lieven; Luwel, Koen

doi:10.1007/s10212-015-0251-z

Cited by 56 publications

(57 citation statements)

References 34 publications

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“…In sum, the present results support the idea that the theoretical framework of proportion estimation can quantitatively account for children's and adults' performance on both the ( While these findings challenge the hypothesis that accessing appropriate mental representations of numerical magnitude underlies developmental change in mathematical performance (e.g., Booth & Siegler, 2006), it is clear that the use of multiple reference points is integral to children's improvement on these number line tasks (see also Peeters, Degrande, Ebersbach, Verschaffel, & Luwel, 2016 Note: Values for each of the free parameters are reported above. Slope (Sl) and y-intercept (Y0) values are reported for models consistent with the representational shift account (i.e., the exponential and linear models).…”

Section: Discussionsupporting

confidence: 77%

Intuitive proportion judgment in number-line estimation: Converging evidence from multiple tasks

Slusser

Barth

2017

Journal of Experimental Child Psychology

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Section: Discussionsupporting

confidence: 77%

Intuitive proportion judgment in number-line estimation: Converging evidence from multiple tasks

Slusser

Barth

2017

Journal of Experimental Child Psychology

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Section: Journal Of Numerical Cognitionmentioning

confidence: 99%

“…However, in the current study we found that reading comprehension, not phonological awareness, uniquely predicted number line task performance. Please note that Peeters et al (2016) suggested that number line task solution requires verbal strategies such as using the verbally mediated benchmark, skills which likely share some variance with reading comprehension.…”

Section: Multiple Arithmetic Abilitiesmentioning

confidence: 99%

“…This understanding is important for the number line task in which participants are asked to locate a number on a number line. Successful performance requires verbal understanding of phonologicalorthographic relationships related to the Arabic place value system, as well as usage of verbal strategies, thus highlighting the common verbal skills required for both reading and numerical skills (Moeller, Pixner, Kaufmann, & Nuerk, 2009;Peeters, Degrande, Ebersbach, Verschaffel, & Luwel, 2016).Reading and mathematics both involve executive functions, entangling the relationship between RD, MD and ADHD further due to the central role of executive functions in ADHD (Barkley, 1997). Another related shared risk factor can be processing speed, for example, Peterson et al (2017) explored the unique and shared risk factors for RD, MD and ADHD and found that slower processing speed was a shared cognitive risk factor.…”

mentioning

confidence: 99%

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Multiple skills underlie arithmetic performance: A large-scale structural equation modeling analysis

Ashkenazi

Silverman

2017

J. Numer. Cogn.

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Current theoretical approaches point to the importance of several cognitive skills not specific to mathematics for the etiology of mathematics disorders (MD). In the current study, we examined the role of many of these skills, specifically: rapid automatized naming, attention, reading, and visual perception, on mathematics performance among a large group of college students (N = 1,322) with a wide range of arithmetic proficiency. Using factor analysis, we discovered that our data clustered to four latent variables 1) mathematics, 2) perception speed, 3) attention and 4) reading. In subsequent structural equation modeling, we found that the latent variable perception speed had a strong and meaningful effect on mathematics performance. Moreover, sustained attention, independent from the effect of the latent variable perception speed, had a meaningful, direct effect on arithmetic fact retrieval and procedural knowledge. The latent variable reading had a modest effect on mathematics performance. Specifically, reading comprehension, independent from the effect of the latent variable reading, had a meaningful direct effect on mathematics, and particularly on number line knowledge. Attention, tested by the attention network test, had no effect on mathematics, reading or perception speed. These results indicate that multiple factors can affect mathematics performance supporting a heterogeneous approach to mathematics. These results have meaningful implications for the diagnosis and intervention of pure and comorbid learning disorders.Keywords: perception speed, mathematics performance, pure and comorbid mathematics disability Nobes, and Gabriel (2013) proposed that abnormalities in executive functions, specifically inhibition and visuospatial working memory, are the source of MD, rather than mathematics-specific quantitative understanding. Moreover, there is evidence that these cognitive skills affect individual differences in arithmetic abilities across the spectrum of mathematics proficiency. Szűcs, Devine, Soltesz, Nobes, and Gabriel (2014) demonstrated that individual differences in arithmetic abilities was predicted by phonological processing, verbal knowledge, visuospatial short-term and working memory, spatial ability and executive functioning. Journal of Numerical Cognitionjnc.psychopen.eu | 2363-8761The prevalence rate of MD is between 3-6% among children (Reigosa-Crespo et al., 2012;R. Shalev, Manor, Amir, & Gross-Tsur, 1993;von Aster, Schweiter, & Weinhold Zulauf, 2007;von Aster & Shalev, 2007) while there is less evidence in regard to prevalence rates among adults. However, the prevalence of the comorbidity of MD with other disorders that affect learning (such as reading and attention deficits) vary dramatically between studies, and range between 17-66% (Barbaresi, Katusic, Colligan, Weaver, & Jacobsen, 2005;Dirks, Spyer, van Lieshout, & de Sonneville, 2008;Gross-Tsur, Manor, & Shalev, 1996;Landerl & Moll, 2010;Lewis, Hitch, & Walker, 1994;R. Shalev et al., 1993;. Even the lowest reported comorbidit...

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“…This debate has stemmed, in part, from recent evidence providing support for a theoretical explanation of developmental change in number-line estimation that involves judgments of proportion Cohen & Blanc-Goldhammer, 2011;Cohen & Sarnecka, 2014;Peeters, Degrande, Ebersbach, Verschaffel, & Luwel, 2015;Rouder & Geary, 2014;Slusser et al, 2013;Slusser & Barth, under review;Sullivan, Juhasz, Slattery, & Barth, 2011; see also Cantlon, Cordes, Libertus, & Brannon, 2009;Hurst, Monahan, Heller, & Cordes, 2014). This explanation is based on a psychophysical model of proportion estimation (Hollands & Dyre, 2000;Hollands, Tanaka, & Dyre, 2002;Spence, 1990), originally developed to account for judgments of perceptual (not numerical) magnitude.…”

Section: Introductionmentioning

confidence: 99%

How feedback improves children’s numerical estimation

et al. 2015

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Developmental change in children's number-line estimation has been thought to reveal a categorical logarithmic-to-linear shift in mental representations of number. Some have claimed that the broad and rapid change in estimation patterns that occurs with corrective feedback provides strong evidence for this shift. However, quantitative models of proportion judgment may provide a better account of children's estimation patterns while also predicting broad and rapid change following feedback. Here we test the hypothesis that local corrective feedback provides children with additional reference points, rather than catalyzing a shift to a different mental representation of number. We tested 117 children from several second-grade classrooms in a number-line feedback study. Data indicate that the proportion-judgment framework accounts for individual differences in estimation patterns, and that the effects of feedback are consistent with the unique quantitative predictions of the framework. They do not provide evidence supporting the representational shift hypothesis or, more broadly, for the proposal that cognitive change can occur rapidly at the level of entire mental representations.

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Children’s use of number line estimation strategies

Cited by 56 publications

References 34 publications

Intuitive proportion judgment in number-line estimation: Converging evidence from multiple tasks

Intuitive proportion judgment in number-line estimation: Converging evidence from multiple tasks

Multiple skills underlie arithmetic performance: A large-scale structural equation modeling analysis

How feedback improves children’s numerical estimation

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