scholarly journals Directionality of number space associations in Hebrew-speaking children: Evidence from number line estimation

2021 ◽  
pp. 163-182
Author(s):  
Sarit Ashkenazi ◽  
Nitza Mark-Zigdon
Keyword(s):  
Number Line ◽  
Number Line Estimation

The relationship between number line estimation and arithmetic competencies depends on age, operation and skill

2013 ◽  
Author(s):  
Julia Bahnmueller ◽  
Stefan Huber ◽  
Korbinian Moeller ◽  
Hans-Christoph Nuerk
Keyword(s):  
Number Line ◽  
Number Line Estimation ◽  
The Relationship

Improving Struggling Fifth-Grade Students’ Understanding of Fractions: A Randomized Controlled Trial of an Intervention That Stresses Both Concepts and Procedures

2021 ◽  
pp. 001440292110088
Author(s):  
Madhavi Jayanthi ◽  
Russell Gersten ◽  
Robin F. Schumacher ◽  
Joseph Dimino ◽  
Keith Smolkowski ◽  
...  
Keyword(s):  
Randomized Controlled Trial ◽  
Explicit Instruction ◽  
Controlled Trial ◽  
Number Line ◽  
Randomized Controlled ◽  
Fifth Grade Students ◽  
Linear Representations ◽  
Mathematical Explanations ◽  
Grade 5 ◽  
Number Line Estimation

Using a randomized controlled trial, we examined the effect of a fractions intervention for students experiencing mathematical difficulties in Grade 5. Students who were eligible for the study ( n = 205) were randomly assigned to intervention and comparison conditions, blocked by teacher. The intervention used systematic, explicit instruction and relied on linear representations (e.g., Cuisenaire Rods and number lines) to demonstrate key fractions concepts. Enhancing students’ mathematical explanations was also a focus. Results indicated that intervention students significantly outperformed students from the comparison condition on measures of fractions proficiency and understanding ( g = 0.66–0.78), number line estimation ( g = 0.80–1.08), fractions procedures ( g = 1.07), and explanation tasks ( g = 0.68–1.23). Findings suggest that interventions designed to include explicit instruction, along with consistent use of the number line and opportunities to explain reasoning, can promote students’ proficiency and understanding of fractions.

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

2018 ◽  
Vol 89 (5) ◽  
pp. 1467-1484 ◽  
Author(s):  
Michael Schneider ◽  
Simon Merz ◽  
Johannes Stricker ◽  
Bert De Smedt ◽  
Joke Torbeyns ◽  
...  
Keyword(s):  
Meta Analysis ◽  
Number Line ◽  
Mathematical Competence ◽  
Number Line Estimation

Children can accurately monitor and control their number-line estimation performance.

2016 ◽  
Vol 52 (10) ◽  
pp. 1493-1502 ◽  
Author(s):  
Jenna L. Wall ◽  
Clarissa A. Thompson ◽  
John Dunlosky ◽  
William E. Merriman
Keyword(s):  
Number Line ◽  
Estimation Performance ◽  
Number Line Estimation ◽  
And Control ◽  
Monitor And Control

Fixated in unfamiliar territory: Mapping estimates across typical and atypical number lines

2019 ◽  
Vol 73 (2) ◽  
pp. 279-294
Author(s):  
Sabrina Michelle Di Lonardo ◽  
Matthew G Huebner ◽  
Katherine Newman ◽  
Jo-Anne LeFevre
Keyword(s):  
Numerical Range ◽  
Number Line ◽  
Strategy Use ◽  
Reverse Direction ◽  
Tracking Data ◽  
Spatial Processes ◽  
Number Lines ◽  
Number Line Estimation ◽  
The Right ◽  
Typical Range

Adults ( N = 72) estimated the location of target numbers on number lines that varied in numerical range (i.e., typical range 0–10,000 or atypical range 0–7,000) and spatial orientation (i.e., the 0 endpoint on the left [traditional] or on the right [reversed]). Eye-tracking data were used to assess strategy use. Participants made meaningful first fixations on the line, with fixations occurring around the origin for low target numbers and around the midpoint and endpoint for high target numbers. On traditional direction number lines, participants used left-to-right scanning and showed a leftward bias; these effects were reduced for the reverse direction number lines. Participants made fixations around the midpoint for both ranges but were less accurate when estimating target numbers around the midpoint on the 7,000-range number line. Thus, participants are using the internal benchmark (i.e., midpoint) to guide estimates on atypical range number lines, but they have difficulty calculating the midpoint, leading to less accurate estimates. In summary, both range and direction influenced strategy use and accuracy, suggesting that both numerical and spatial processes influence number line estimation.

Strategies in unbounded number line estimation? Evidence from eye-tracking

2015 ◽  
Vol 16 (S1) ◽  
pp. 359-363 ◽  
Author(s):  
Regina M. Reinert ◽  
Stefan Huber ◽  
Hans-Christoph Nuerk ◽  
Korbinian Moeller
Keyword(s):  
Eye Tracking ◽  
Number Line ◽  
Number Line Estimation

scholarly journals Developmental trajectories of number line estimations in math anxiety: evidence from bounded and unbounded number line estimation

2021 ◽  
Author(s):  
Sarit Ashkenazi¹ ◽  
Nitzan Cohen¹
Keyword(s):  
Math Anxiety ◽  
Developmental Trajectories ◽  
Number Line ◽  
Spatial Theory ◽  
Reference Points ◽  
Group Differences ◽  
Estimation Task ◽  
Number Line Estimation ◽  
5Th Grade ◽  
Numerical Estimations

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.

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