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

Noordende, J.E. van 't; Volman, M.J.M.; Leseman, Paul; Moeller, Korbinian; Dackermann, Tanja; Kroesbergen, Evelyn H.

doi:10.3389/fpsyg.2018.01562

Cited by 7 publications

(6 citation statements)

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“…However, a general association between quantity and space is not sufficient for correct positioning of quantities on a number line. Previous research has shown that children use various ordering strategies on a non-symbolic number line estimation task (Kim & Opfer, 2018;Van 't Noordende et al, 2018). A crucial aspect of number line estimation strategies is understanding the order of quantities and the distance between quantities.…”

Section: Discussionmentioning

confidence: 99%

“…A crucial aspect of number line estimation strategies is understanding the order of quantities and the distance between quantities. The development of these strategies probably relies on both ordinality and cardinality aspects ( Van 't Noordende et al, 2018). This shows that further refinement of the general magnitude system is necessary to develop early numerical cognition, which is probably enhanced through experience with both quantities and numbers.…”

Section: Discussionmentioning

confidence: 99%

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The Role of Non-symbolic and Symbolic Skills in the Development of Early Numerical Cognition from Preschool to Kindergarten Age

Noordende

Kroesbergen

Leseman

et al. 2020

Journal of Cognition and Development

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The development of (early) numerical cognition builds on children's ability to understand and manipulate quantities and numbers. However, previous research did not find conclusive evidence on the role of symbolic and non-symbolic skills in the development of (early) numerical cognition. The aim of the current study was to clarify the relation between different types of non-symbolic quantity skills, symbolic numerical skills and early numerical cognition. A sample of 43 children was tested at the age of 3.5 years and at the age of 5 years. At 3.5 years, non-symbolic number line estimation, non-symbolic quantity comparison and symbolic enumerating skills were measured. At 5 years, early numerical cognition, defined as symbolic number line estimation and counting, were measured It was found that non-symbolic number line estimation at 3.5 years could predict both symbolic number line estimation and counting at 5 years. Enumerating at 3.5 years could only predict counting at 5 years. This suggests that both non-symbolic and symbolic skills play a role in the development of early numerical cognition, although enumerating skills do not transfer to all types of early numerical cognition. Furthermore, not all non-symbolic skills seem to play an important role in the development of early numerical cognition. The results suggest that non-symbolic quantity comparison does not contribute much to the development of early numerical cognition. Associations between non-symbolic quantities and space, operationalized here as non-symbolic number line estimation, seem central to the development of early math from preschool to kindergarten age.The nature of children's ability to understand and manipulate numbers is central to the domain of numerical development. An important model in research on the development of (early) numerical cognition, has been the triple-code model of Dehaene (1992). The triple-code model assumes that numbers can be processed in an (1) analogue, (2) Arabic and (3) verbal format ("code"). The analogue code is also referred to as the non-symbolic code, and refers to the ability to manipulate non-symbolic quantities, like a set of objects. The Arabic and the verbal code are also referred to as symbolic skills, like the use of number words and Arabic digits, for example in reciting the counting row, when numbers are recited without connecting them to their underlying quantities (Dehaene & Cohen, 1995). Generally, young children in the preschool age are already able both to use symbolic number words and to discriminate non-symbolic quantities,

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Section: Discussionmentioning

confidence: 99%

Section: Discussionmentioning

confidence: 99%

The Role of Non-symbolic and Symbolic Skills in the Development of Early Numerical Cognition from Preschool to Kindergarten Age

Noordende

Kroesbergen

Leseman

et al. 2020

Journal of Cognition and Development

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“…Others, however, argue that a bilinear representation is at least as accurate an account for this shift (Dackermann et al, 2015;Ebersbach et al, 2008). Successful number line estimation draws on an understanding of ordinality ( Van 't Noordende et al, 2018) and the use of reference points (Sullivan & Barner, 2014a). The latter, particularly the midpoint, not only facilitates estimation but encourages the development of proportional reasoning (Bicknell & Young-Loveridge, 2015;Rouder & Geary, 2014).…”

Section: Number Line Estimationmentioning

confidence: 99%

Estimation in the primary mathematics curricula of the United Kingdom: Ambivalent expectations of an essential competence

Andrews

Xenofontos

Sayers

2021

International Journal of Mathematical Education in Science and

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In this paper, we examine the national curricula for primary mathematics for each of the four constituent nations of the United Kingdom (England, Northern Ireland, Scotland and Wales) for the estimation-related opportunities they offer children. Framed against four conceptually and procedurally different forms of estimation (computational, measurement, quantity and number line), the analyses indicate that computational estimation and measurement estimation were addressed in all four curricula, albeit from a skillsacquisition perspective, with only the Scottish offering any meaningful justification for their inclusion. The process of rounding, absent in the Northern Ireland curriculum, was presented as an explicit learning objective in the English, Scottish and Welsh curricula, although it was only the Scottish that made explicit the connections between rounding and computational estimation. In all curricula, both quantity estimation and number line estimation were effectively absent, as was any explicit acknowledgement that learning to estimate, irrespective of its form, has a developmental role in the learning of other mathematical topics.

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“…Number line estimation entails "translating a number into a spatial position on a number line" or, less commonly, "translating a spatial position on a number line into a number" (Siegler, Thompson, Opfer, 2009, p. 144). Successful number line estimation draws on an understanding of ordinality ( Van't Noordende et al, 2018) and the use of reference points (Sullivan & Barner, 2014). In many respects, despite having limited real-world relevance, its impact on mathematics learning is profound.…”

Section: Introductionmentioning

confidence: 99%

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

Cited by 7 publications

References 48 publications

The Role of Non-symbolic and Symbolic Skills in the Development of Early Numerical Cognition from Preschool to Kindergarten Age

The Role of Non-symbolic and Symbolic Skills in the Development of Early Numerical Cognition from Preschool to Kindergarten Age

Estimation in the primary mathematics curricula of the United Kingdom: Ambivalent expectations of an essential competence

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