Representational change and strategy use in children's number line estimation during the first years of primary school

White, Sonia; Szűcs, Dénes

doi:10.1186/1744-9081-8-1

Cited by 70 publications

(79 citation statements)

References 49 publications

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“…However, overall accuracy performance in comparison is not a direct manifestation of the underlying logarithmic compression of the mental number line; the DE and the SE are. Moreover, although the performance in number comparison and number line estimation are thought to reflect characteristics of the same underlying mental number line, recent work also pointed towards a different origin of these effects (e.g., connectionist models about comparison; Verguts, Fias, & Stevens, 2005; and non-numerical processes such as proportion judgments - Barth & Paladino, 2011, attention resources -Anobile, Cicchini, & Burr, 2012or strategy use -Petitto, 1990White & Szücs, 2012 in case of number line estimation performance). Finally, Laski and Siegler (2007) presented symbolic numbers between 0-100.…”

Section: Introductionmentioning

confidence: 99%

Number Compasison and Number Line Estimation Rely on Different Mechanisms

Sasanguie

Reynvoet

2013

PSYCHOL BELG

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Section: Introductionmentioning

confidence: 99%

Number Compasison and Number Line Estimation Rely on Different Mechanisms

Sasanguie

Reynvoet

2013

PSYCHOL BELG

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“…These tasks have been used in previous research (Halberda, Mazzocco, & Feigenson, 2008;Van der Ven, Kroesbergen, Boom & Leseman, 2012;White & Szucs, 2012). All tasks were administered on a laptop and all were programmed in E-Prime with the exception of the comparison task which was delivered using Panamath software .…”

Section: Research Design and Proceduresmentioning

confidence: 99%

“…was completed on a 0-100 number line and adapted from the work of White and Szucs (2012). Children were presented with a number line, after a short delay (1000ms) the target digit appeared in the left corner of the screen.…”

Section: Number Processing Tasksmentioning

confidence: 99%

Early Mathematical Learning: Number Processing Skills and Executive Function at 5 and 8 Years of Age

L¹,

Berthelsen²,

Walker³

et al. 2015

Pac Early Child Educ Res Assoc

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This research investigated differences and associations in performance in number processing and executive function for children attending primary school in a large Australian metropolitan city. In a cross-sectional study, performance of 25 children in the first full-time year of school, (Prep; mean age = 5.5 years) and 21 children in Year 3 (mean age = 8.5 years) completed three number processing tasks and three executive function tasks. Year 3 children consistently outperformed the Prep year children on measures of accuracy and reaction time, on the tasks of number comparison, calculation, shifting, and inhibition but not on number line estimation. The components of executive function (shifting, inhibition, and working memory) showed different patterns of correlation to performance on number processing tasks across the early years of school. Findings could be used to enhance teachers' understanding about the role of the cognitive processes employed by children in numeracy learning, and so inform teachers' classroom practices.

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“…The use of alternative model-fitting approaches has generated interesting research findings and has contributed to a discussion about the number line task and that different aspects may affect children's number line estimations and that children's estimation patterns on number line tasks may not be a reflection of their internal representation of number (e.g., Barth & Paladino, 2011;Bouwmeester & Verkoeijen, 2012). For example, task specific properties such as marked and fixed endpoints (reference points) (Barth & Paladino, 2012;Rouder & Geary, 2014;White & Szűcs, 2012) as well as children's number knowledge (Ebersbach et al, 2008;LeFevre, Sowinski, Cankaya, Kamawar, & Skwarchuk, 2013) and estimation strategies (Ashcraft & Moore, 2012;Rouder & Geary, 2014) may affect their ability to estimate number on number line tasks. The possible influence of individual children's strategies when estimating numbers on number line tasks was mentioned by Siegler and Booth (2004), but Barth and Paladino (2011) and Peeters, Degrande, Ebersbach, Verschaffel and Luwel (2015) discussed children's use of different estimation strategies and argue for the need of alternative model fitting approaches when analyzing children's number line estimates in order to capture the variation and characteristics in children's estimations of number.…”

Section: Agementioning

confidence: 99%

“…In line with their hypothesis, Barth and Paladino (2011) found that "proportion-judgment models provide a unified account of estimation patterns that have previously been explained in terms of a developmental shift from logarithmic to linear representations of number" (Barth & Paladino, 2011, p. 125). Furthermore, White & Szűcs (2012) found that children employ various strategies when estimating numbers on number lines. The 6-year-old children included in their study mainly used the lower reference point (i.e., 0) when making estimations of number on a 0-20 number line task while somewhat older children used more advanced estimation strategies and where able to use more referents making their mumber line estimations.…”

Section: Agementioning

confidence: 99%

Children’s early mathematics learning and development : Number game interventions and number line estimations

Elofsson¹

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Children's early mathematics learning and development have become a topic of increasing interest over the past decade since early mathematical knowledge and skills have been shown to be a strong predictor of later mathematics performance. Understanding how children develop mathematical knowledge and skills and how they can be supported in their early learning could thus prove to be a vital component in promoting learning of more formal mathematics.In light of the above, with this thesis I sought to contribute to an increased understanding of children's early mathematics learning and development by examining effects of playing different number games on children's number knowledge and skills, and by investigating children's representations of numbers on number line tasks.Two number game intervention studies were performed, and effects of three different number game conditions (linear number, circular number and nonlinear number) were investigated by examining 5-and 6-year-old children's pre-and posttest performance on different numerical tasks. The findings indicate that playing number games in general support children's development of number knowledge and skills, where the specific learning outcomes are affected differently depending on the type of number game utilized.To elucidate children's representations of numbers, their performance on two different number line tasks have been analyzed using a latent class modeling approach. The results reveal that there is a heterogeneity in 5-and 6-year-old children's number line estimations and subgroups of children showing different estimation patterns were distinguished. In addition, it is shown that children's number line estimations can be associated to their number knowledge as well as to task specific aspects.The findings presented in this thesis contribute to the discussion of the value of selecting game activities in a conscious way to support children's early mathematics learning and development. They also add to the discussion regarding the number line task and how children's number line estimations can be analyzed and interpreted. iv Sammanfattning på svenskaBarns tidiga lärande och utveckling av kunskaper i matematik är ett område som har uppmärksammats allt mer i samhällsdebatten och i forskning under det senaste decenniet. En anledning till detta kan vara att barns tidiga kunskaper i matematik har visat sig vara en stark prediktor för senare prestationer i matematik. Att förstå hur barn utvecklar kunskaper i matematik och hur de kan stödjas i sitt tidiga lärande kan vara en viktig och betydelsefull komponent för att främja barns fortsatta lärande av mer formell matematik.Mot bakgrund av ovanstående så är syftet med denna avhandling att bidra till en ökad förståelse kring barns tidiga lärande och utveckling av kunskaper i matematik genom att undersöka hur barns lärande och utveckling av kunskaper i matematik påverkas av att spela olika numeriska spel, samt genom att undersöka barns representationer av tal på tallinjesuppgifter.Två spelinterventionsstu...

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Representational change and strategy use in children's number line estimation during the first years of primary school

Cited by 70 publications

References 49 publications

Number Compasison and Number Line Estimation Rely on Different Mechanisms

Number Compasison and Number Line Estimation Rely on Different Mechanisms

Early Mathematical Learning: Number Processing Skills and Executive Function at 5 and 8 Years of Age

Children’s early mathematics learning and development : Number game interventions and number line estimations

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