Abstract
In the number line estimation task, participants are instructed to place a number, spatially, on a number line. In the present study, 2nd, 3rd and 5th grade children (n = 94) participated in bounded and unbounded number line estimation tasks, half with low math anxiety (LMA) and half with high MA (HMA). The spatial theory views MA as resulting from weakness in spatial abilities, subsequent to deficits in basic numerical abilities. Accordingly, due to number space associations, weakness in estimations are expected in HMA individuals. Accordingly, young children with HMA show non-mature numerical estimations compared to participants with LMA. Specifically, HMA participants showed higher logarithmic tendency than LMA peers, and showed indications for usage of 2 reference points rather than 3 reference points in number line estimations (bounded and unbounded). However, for older HMA children, estimations were normalized and group differences were eliminated. Finally, we found that estimations (linear fits and errors) in the bounded but not the unbounded tasks, predicted usage of advance memory-based strategies in simple addition operations. These results indicated that bounded and unbounded number line estimations are dissociable in 1) developmental trajectories, 2) in relation to MA and 3) in relation to math performances.
Developmental trajectories of number line estimations in math anxiety: evidence from bounded and unbounded number line estimation