scholarly journals Verifying use of reference points in the number line estimation task

2016 ◽  
Vol 28 (4) ◽  
pp. 653-673
Author(s):  
Hwia Park ◽  
김신우 ◽  
Hyung-Chul Li
Keyword(s):  
Number Line ◽  
Reference Points ◽  
Estimation Task ◽  
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.

scholarly journals Imparare la matematica con Number Worlds: un intervento quinquennale nella scuola primaria

2021 ◽  
Author(s):  
Elisa Bisagno ◽  
Sergio Morra
Keyword(s):  
Number Line ◽  
Primary School Children ◽  
Traditional Teaching ◽  
Math Learning ◽  
Estimation Task ◽  
Mathematical Concepts ◽  
Number Line Estimation ◽  
End Of Grade ◽  
The Impact ◽  
Experimental Group

The Number Worlds (NW) program is based on Case’s theory of cognitive development and conceptual learning, and it promotes the learning of mathematical concepts through playful-manipulative activities and respecting children’s level of development. This five years-research is meant to develop an Italian adaptation of the program, compare it with traditional teaching, and determine the impact of working memory (WM) on math learning. 56 primary school children participated in the research. Since grade I, 13 pupils (controls) followed traditional teaching of math; 43 children worked with NW, 3 hours a week for 7 months. The pupils were assessed with two WM tests, the Number Knowledge Test (NKT), and the Number Line Estimation Task (NLET) at the beginning of Grade I and at the end of each Grade. At the end of Grade V, the AC-MT battery was also administered. The experimental group improved more than controls on the NKT and NLET from Grade I to IV. At the end of Grade V, both groups showed a «ceiling effect» in the NKT and NLET performance. However, a difference in favour of the experimental group was found in some AC-MT tasks. WM, together with the curriculum, was predictive of mathematics performance up to class IV.

Comparing Children’s Performance on and Preference for a Number-Line Estimation Task

2015 ◽  
Vol 34 (3) ◽  
pp. 244-255 ◽  
Author(s):  
Carley Piatt ◽  
Marian Coret ◽  
Michael Choi ◽  
Joanne Volden ◽  
Jeffrey Bisanz
Keyword(s):  
Number Line ◽  
Estimation Task ◽  
Number Line Estimation

scholarly journals How do different aspects of spatial skills relate to early arithmetic and number line estimation?

2017 ◽  
Vol 3 (2) ◽  
pp. 309-343 ◽  
Author(s):  
Véronique Cornu ◽  
Caroline Hornung ◽  
Christine Schiltz ◽  
Romain Martin
Keyword(s):  
Spatial Orientation ◽  
Verbal Working Memory ◽  
Number Line ◽  
Kindergarten Children ◽  
Hierarchical Regression ◽  
Spatial Skills ◽  
Estimation Task ◽  
Mathematical Development ◽  
Number Line Estimation

The present study investigated the predictive role of spatial skills for arithmetic and number line estimation in kindergarten children (N = 125). Spatial skills are known to be related to mathematical development, but due to the construct’s non-unitary nature, different aspects of spatial skills need to be differentiated. In the present study, a spatial orientation task, a spatial visualization task and visuo-motor integration task were administered to assess three different aspects of spatial skills. Furthermore, we assessed counting abilities, knowledge of Arabic numerals, quantitative knowledge, as well as verbal working memory and verbal intelligence in kindergarten. Four months later, the same children performed an arithmetic and a number line estimation task to evaluate how the abilities measured at Time 1 predicted early mathematics outcomes. Hierarchical regression analysis revealed that children’s performance in arithmetic was predicted by their performance on the spatial orientation and visuo-motor integration task, as well as their knowledge of the Arabic numerals. Performance in number line estimation was significantly predicted by the children’s spatial orientation performance. Our findings emphasize the role of spatial skills, notably spatial orientation, in mathematical development. The relation between spatial orientation and arithmetic was partially mediated by the number line estimation task. Our results further show that some aspects of spatial skills might be more predictive of mathematical development than others, underlining the importance to differentiate within the construct of spatial skills when it comes to understanding numerical development.

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
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