Development of children’s number line estimation in primary school: Regional and curricular influences

Chang Xu; Sabrina Di Lonardo Burr; Jo-Anne LeFevre; Sheri-Lynn Skwarchuk; Helena P. Osana; Erin A. Maloney; Judith Wylie; Victoria Simms; María Inés Susperreguy; Heather Douglas; Anne Lafay

doi:10.1016/j.cogdev.2023.101355

Development of children’s number line estimation in primary school: Regional and curricular influences

Chang Xu
, Sabrina Di Lonardo Burr
, Jo-Anne LeFevre
, Sheri-Lynn Skwarchuk
, Helena P. Osana
, Erin A. Maloney
, Judith Wylie
, Victoria Simms
, María Inés Susperreguy
, Heather Douglas
, Anne Lafay

Research output: Contribution to journal › Article › peer-review

3 Citations (Scopus)

16 Downloads (Pure)

Abstract

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.

Original language	English
Article number	101355
Pages (from-to)	1-19
Number of pages	19
Journal	Cognitive Development
Volume	67
Early online date	20 Jun 2023
DOIs	https://doi.org/10.1016/j.cogdev.2023.101355
Publication status	Published (in print/issue) - 30 Sept 2023

UN SDGs

This output contributes to the following UN Sustainable Development Goals (SDGs)

SDG 3 Good Health and Well-being

Keywords

Number line estimation
Mathematics
Students
Primary school children

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10.1016/j.cogdev.2023.101355Licence: CC BY

1-s2.0-S0885201423000606-mainFinal published version, 2.07 MBLicence: CC BY

Cite this

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title = "Development of children{\textquoteright}s number line estimation in primary school: Regional and curricular influences",

abstract = "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{\textquoteright} 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.",

keywords = "Number line estimation, Mathematics, Students, Primary school children",

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doi = "10.1016/j.cogdev.2023.101355",

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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.

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KW - Students

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JO - Cognitive Development

JF - Cognitive Development

M1 - 101355

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Development of children’s number line estimation in primary school: Regional and curricular influences

Abstract

UN SDGs

Keywords

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