TY - JOUR
T1 - Development of children’s number line estimation in primary school: Regional and curricular influences
AU - Xu, Chang
AU - Di Lonardo Burr, Sabrina
AU - LeFevre, Jo-Anne
AU - Skwarchuk, Sheri-Lynn
AU - Osana, Helena P.
AU - Maloney, Erin A.
AU - Wylie, Judith
AU - Simms, Victoria
AU - Susperreguy, María Inés
AU - Douglas, Heather
AU - Lafay, Anne
PY - 2023/9/30
Y1 - 2023/9/30
N2 - Is the development of number line estimation (NLE) similar across regions? Data from Canada (Quebec, n = 67, Mage = 7.9 years; Manitoba, n = 177, Mage = 7.8 years), Chile (n = 81, Mage = 7.9 years), and Northern Ireland (n = 171, Mage = 7.3 years) were analyzed. Twice, approximately one year apart, students completed a 0–1000 NLE task and other mathematical tasks. Using latent profile analysis, students’ estimates were classified as belonging to either a uniform or variable profile. At Time 1, estimation accuracy differed across regions, but at Time 2, patterns of performance were similar. Regional variations in improvements were related to curricular demands. Moreover, mini meta-analyses of the associations between NLE and other mathematical tasks revealed medium effect sizes. Overall, the NLE task can provide insights into concurrent and longitudinal mathematics achievement, but educational experiences should be considered when comparing performance across regions.
AB - Is the development of number line estimation (NLE) similar across regions? Data from Canada (Quebec, n = 67, Mage = 7.9 years; Manitoba, n = 177, Mage = 7.8 years), Chile (n = 81, Mage = 7.9 years), and Northern Ireland (n = 171, Mage = 7.3 years) were analyzed. Twice, approximately one year apart, students completed a 0–1000 NLE task and other mathematical tasks. Using latent profile analysis, students’ estimates were classified as belonging to either a uniform or variable profile. At Time 1, estimation accuracy differed across regions, but at Time 2, patterns of performance were similar. Regional variations in improvements were related to curricular demands. Moreover, mini meta-analyses of the associations between NLE and other mathematical tasks revealed medium effect sizes. Overall, the NLE task can provide insights into concurrent and longitudinal mathematics achievement, but educational experiences should be considered when comparing performance across regions.
KW - Number line estimation
KW - Mathematics
KW - Students
KW - Primary school children
U2 - 10.1016/j.cogdev.2023.101355
DO - 10.1016/j.cogdev.2023.101355
M3 - Article
SN - 0885-2014
VL - 67
SP - 1
EP - 19
JO - Cognitive Development
JF - Cognitive Development
M1 - 101355
ER -