Comments regarding Numerical Estimation Strategies Are Correlated with Math Ability in School-Age Children

Thompson, Clarissa A.; Fitzsimmons, Charles J.; Mielicki, Marta K.; Scheibe, Daniel; Sidney, Pooja G.; Schiller, Lauren K.; Siegler, Robert S.; Opfer, John E.

doi:10.1016/j.cogdev.2022.101188

Cited by 4 publications

(3 citation statements)

References 55 publications

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“…Investigating specific mathematical skills is essential to obtain a deeper, more nuanced understanding of the precise role of affective processes, such as MA, the association between MA and math performance, and the potential influence of numerical task features on this association. The current study focuses on the number-line estimation (NLE) task, which is the “gold standard” for assessing the understanding of the relative magnitude of rational numbers (Thompson, Sidney, et al, 2022). NLE performance is strongly associated with important math outcomes (Fazio et al, 2014; Siegler et al, 2011; Siegler & Pyke, 2013; Siegler & Thompson, 2014; Xing et al, 2021).…”

Section: Math Anxietymentioning

confidence: 99%

“…NLE tasks have been used to assess rational number magnitude understanding across various numerical ranges for whole numbers (Fitzsimmons et al, 2021; Landy et al, 2013; Siegler & Booth, 2004; Siegler & Opfer, 2003; Siegler & Ramani, 2009; Thompson & Opfer, 2010; Thompson & Siegler, 2010; Wall et al, 2016) and fractions (Sidney et al, 2021; Sidney, Thalluri et al, 2019; Sidney, Thompson, & Opfer, 2019; Siegler et al, 2011; Siegler & Thompson, 2014; Thompson et al, 2021, 2022). Children are less accurate when placing fractions on number lines than when placing whole numbers (Fazio et al, 2014), and more accurate for both fractions and whole numbers up to 1,000 compared to whole numbers up to 100,000 (Fitzsimmons & Thompson, 2022).…”

Section: Math Anxietymentioning

confidence: 99%

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Task features change the relation between math anxiety and number line estimation performance with rational numbers: Two large-scale online studies.

Mielicki¹,

Wilkey²,

Scheibe³

et al. 2023

Journal of Experimental Psychology: General

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Math performance is negatively related to math anxiety (MA), though MA may impact certain math skills more than others. We investigated whether the relation between MA and math performance is affected by task features, such as number type (e.g., fractions, whole numbers, percentages), number format (symbolic vs. nonsymbolic), and ratio component size (small vs. large). Across two large-scale studies (combined n = 3,822), the MA-performance relation was strongest for large whole numbers and fractions, and stronger for symbolic than nonsymbolic fractions. The MA-performance relation was also stronger for smaller relative to larger components, and MA relating to specific number types may be a better predictor of performance than general MA for certain tasks. The relation between MA and estimation performance changes depending on task features, which suggests that MA may relate to certain math skills more than others, which may have implications for how people reason with numerical information and may inform future interventions.

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Section: Math Anxietymentioning

confidence: 99%

Section: Math Anxietymentioning

confidence: 99%

Task features change the relation between math anxiety and number line estimation performance with rational numbers: Two large-scale online studies.

Mielicki¹,

Wilkey²,

Scheibe³

et al. 2023

Journal of Experimental Psychology: General

Self Cite

View full text Add to dashboard Cite

show abstract

“…This theoretical account proposes that the mental representation of magnitude shifts from logarithmic to linear (Kim & Opfer, 2017) across development, and that performance on the number line estimation task acts as a direct reflection of the person's mental representation of magnitude (Siegler & Booth, 2005; but see Thompson et al, 2022 for a more nuanced view of this assumption). This shift from logarithmic to linear is dependent on age (Kim & Opfer, 2017;Siegler & Booth, 2004) and the number range (Opfer & Siegler, 2007), and has usually been referred to as the 'log to linear shift' (Opfer et al, 2016).…”

Section: Representational Shift Accountmentioning

confidence: 99%

Number line estimation patterns and their relationship with mathematical performance

Ruiz,

Kohnen,

Bull

2023

J. Numer. Cogn.

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There is ongoing debate regarding what performance on the number line estimation task represents and its role in mathematics learning. The patterns followed by children’s estimates on the number line task could provide insight into this. This study investigates children’s estimation patterns on the number line task and assesses whether mathematics achievement is associated with these estimation patterns. Singaporean children (n = 324, Age M = 6.2 years, Age SD = 0.3 years) in their second year of kindergarten were assessed on the number line task (0-100) and their mathematical performance (Numerical Operations and Mathematical Reasoning subtests from WIAT II). The results show that most children’s number line estimation patterns can be explained by at least one mathematical model (i.e., linear, logarithmic, unbounded power model, one-cycle power model, two-cycle power model). But the findings also highlight the high percentage of participants for which more than one model shows similar support. Children’s mathematical achievement differed based on the models that best explained children’s estimation patterns. Children whose estimation patterns corresponded to a more advanced model tended to show higher mathematical achievement. Limitations of drawing conclusions regarding what performance on the number line task represents based on models that best explain the estimation patterns are discussed.

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Why is monitoring accuracy so poor in number line estimation? The importance of valid cues and systematic variability for U.S. college students

Fitzsimmons

Thompson

2023

Metacognition Learning

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Comments regarding Numerical Estimation Strategies Are Correlated with Math Ability in School-Age Children

Cited by 4 publications

References 55 publications

Task features change the relation between math anxiety and number line estimation performance with rational numbers: Two large-scale online studies.

Task features change the relation between math anxiety and number line estimation performance with rational numbers: Two large-scale online studies.

Number line estimation patterns and their relationship with mathematical performance

Why is monitoring accuracy so poor in number line estimation? The importance of valid cues and systematic variability for U.S. college students

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