Number Compasison and Number Line Estimation Rely on Different Mechanisms

Sasanguie, Delphine; Reynvoet, Bert

doi:10.5334/pb-53-4-17

Cited by 33 publications

(14 citation statements)

References 46 publications

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“…The results of the current study were consistent with previous studies that demonstrated that number comparison and number line estimation abilities play different roles in arithmetic performance with different levels of difficulty ( Sasanguie and Reynvoet, 2013 ; Linsen et al, 2014 ).…”

Section: Discussionsupporting

confidence: 92%

“…Previous studies have found significant relations between arithmetic ability and number magnitude comparison or number line estimation abilities ( Booth and Siegler, 2008 ; Gunderson et al, 2012 ; Sasanguie and Reynvoet, 2013 ; Bartelet et al, 2014 ), as well as significant correlations between number magnitude comparison ability and number line estimation ability ( Laski and Siegler, 2007 ). In our study, we found that both numerical magnitude tasks correlated with each other and had significant correlations with symbolic approximate arithmetic performance, which was consistent with previous studies ( Gilmore et al, 2007 ; Laski and Siegler, 2007 ; Gunderson et al, 2012 ).…”

Section: Discussionmentioning

confidence: 90%

“…However, other studies suggest that the two abilities influence arithmetic performance through different mechanisms, as the two are at least partially independent. For example, Sasanguie and Reynvoet (2013) found that children in grades 1–3 who were faster at comparing numbers performed better on a timed arithmetic test 1 year later. In contrast, no significant associations were found between performance on symbolic number line estimation task and a timed arithmetic test.…”

Section: Introductionmentioning

confidence: 99%

See 2 more Smart Citations

A Mechanistic Study of the Association Between Symbolic Approximate Arithmetic Performance and Basic Number Magnitude Processing Based on Task Difficulty

et al. 2018

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Two types of number magnitude processing – semantic and spatial – are significantly correlated with children’s arithmetic performance. However, it remains unclear whether these abilities are independent predictors of symbolic approximate arithmetic performance. The current study addressed this question by assessing 86 kindergartners (mean age of 5 years and 7 months) on semantic number processing (number comparison task), spatial number processing (number line estimation task), and symbolic approximate arithmetic performance with different levels of difficulty. The results showed that performance on both tasks of number magnitude processing was significantly correlated with symbolic approximate arithmetic performance, but the strength of these correlations was moderated by the difficulty level of the arithmetic task. The simple symbolic approximate arithmetic task was equally related to both tasks. In contrast, for more difficult symbolic approximate arithmetic tasks, the contribution of number comparison ability was smaller than that of the number line estimation ability. These results indicate that the strength of contribution of the different types of numerical processing depends on the difficulty of the symbolic approximate arithmetic task.

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Section: Discussionsupporting

confidence: 92%

Section: Discussionmentioning

confidence: 90%

Section: Introductionmentioning

confidence: 99%

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A Mechanistic Study of the Association Between Symbolic Approximate Arithmetic Performance and Basic Number Magnitude Processing Based on Task Difficulty

et al. 2018

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“…An explanation for the mostly higher correlation for number line estimation than for magnitude comparison could be that number line estimation assesses magnitude understanding on a continuous level, whereas magnitude comparison assesses magnitude understanding only on the ordinal level of larger/smaller judgments. The correlations between number line estimation and magnitude comparison were high in some studies (Laski & Siegler, ; Siegler et al., ), but low or heterogeneous in others (Sasanguie & Reynvoet, ; Schneider et al., ; Torbeyns et al., ), suggesting that it might sometimes be effective to use both number line estimation and magnitude comparison in competence tests and interventions, because the two tasks tap into partly different aspects of mathematical competence.…”

Section: Discussionmentioning

confidence: 99%

Associations of Number Line Estimation With Mathematical Competence: A Meta‐analysis

et al. 2018

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The number line estimation task is widely used to investigate mathematical learning and development. The present meta-analysis statistically synthesized the extensive evidence on the correlation between number line estimation and broader mathematical competence. Averaged over 263 effect sizes with 10,576 participants with sample mean ages from 4 to 14 years, this correlation was r = .443. The correlation increased with age, mainly because it was higher for fractions than for whole numbers. The correlation remained stable across a wide range of task variants and mathematical competence measures (i.e., counting, arithmetic, school achievement). These findings demonstrate that the task is a robust tool for diagnosing and predicting broader mathematical competence and should be further investigated in developmental and experimental training studies.

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“…However, the relation between quantity discrimination and non-symbolic number line estimation is not yet clear. Some studies have shown that non-symbolic quantity discrimination and non-symbolic number line estimation are associated ( Kolkman et al, 2013 ; Friso-van den Bos et al, 2014b ), while others have proposed that these tasks rely on different underlying mechanisms ( Sasanguie and Reynvoet, 2013 ). Further research is needed to evaluate the relation between quantity discrimination and non-symbolic number line estimation.…”

Section: Discussionmentioning

confidence: 99%

The Use of Local and Global Ordering Strategies in Number Line Estimation in Early Childhood

et al. 2018

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A lot of research has been devoted to number line estimation in primary school. However, less is known about the early onset of number line estimation before children enter formal education. We propose that ordering strategies are building blocks of number line estimation in early childhood. In a longitudinal study, children completed a non-symbolic number line estimation task at age 3.5 and 5 years. Two ordering strategies were identified based on the children’s estimation patterns: local and global ordering. Local ordering refers to the correct ordering of successive quantities, whereas global ordering refers to the correct ordering of all quantities across the number line. Results indicated a developmental trend for both strategies. The percentage of children applying local and global ordering strategies increased steeply from 3.5 to 5 years of age. Moreover, children used more advanced local and global ordering strategies at 5 years of age. Importantly, level of strategy use was related to more traditional number line estimation outcome measures, such as estimation accuracy and regression fit scores. These results provide evidence that children use dynamic ordering strategies when solving the number line estimation task in early stages of numerical development.

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Number Compasison and Number Line Estimation Rely on Different Mechanisms

Cited by 33 publications

References 46 publications

A Mechanistic Study of the Association Between Symbolic Approximate Arithmetic Performance and Basic Number Magnitude Processing Based on Task Difficulty

A Mechanistic Study of the Association Between Symbolic Approximate Arithmetic Performance and Basic Number Magnitude Processing Based on Task Difficulty

Associations of Number Line Estimation With Mathematical Competence: A Meta‐analysis

The Use of Local and Global Ordering Strategies in Number Line Estimation in Early Childhood

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