Place-value understanding in number line estimation predicts future arithmetic performance.
In multi‐digit numbers, the value of each digit is determined by its position within the digit string. Children's understanding of this place‐value structure constitutes a building block for later arithmetic skills. We investigated whether a number line estimation task can provide an assessment of p...
| Publicado en: | British Journal of Developmental Psychology Vol. 34; no. 4; pp. 502 - 518 |
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| Autores principales: | , , , , |
| Formato: | research tables/charts Journal Article |
| Publicado: |
Wiley-Blackwell
Nov2016
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| Acceso en línea: | Ver este registro en EBSCOhost |
| fields | @attributes: recordID: 1 pdfLink: plink: https://search.ebscohost.com/login.aspx?direct=true&db=ccm&AN=118711612&site=ehost-live header: @attributes: shortDbName: ccm uiTerm: 118711612 longDbName: CINAHL Complete uiTag: AN controlInfo: bkinfo: dissinfo: jinfo: jid: 0261510X 99E jtl: British Journal of Developmental Psychology issn: 0261510X maglogo: Y pubinfo: dt: Nov2016 vid: 34 iid: 4 pid: 480 pub: Wiley-Blackwell place: Malden, Massachusetts artinfo: ui: 118711612 118711612 118711612 10.1111/bjdp.12146 118711612 ppf: 502 ppct: 16 formats: tig: atl: Place-value understanding in number line estimation predicts future arithmetic performance. aug: au: Dietrich, Julia F. Huber, Stefan Dackermann, Tanja Moeller, Korbinian Fischer, Ursula affil: Leibniz‐Institut für Wissensmedien, Tuebingen Germany sug: subj: Cognition In Infancy and Childhood Child Development Mathematics Academic Achievement In Infancy and Childhood Human Male Female Child Task Performance and Analysis In Infancy and Childhood Skill Acquisition In Infancy and Childhood Memory, Short Term In Infancy and Childhood Descriptive Statistics Correlation Coefficient Multiple Regression P-Value Funding Source Child: 6-12 years Male Female ab: In multi‐digit numbers, the value of each digit is determined by its position within the digit string. Children's understanding of this place‐value structure constitutes a building block for later arithmetic skills. We investigated whether a number line estimation task can provide an assessment of place‐value understanding in first grade. We hypothesized that estimating the position of two‐digit numbers requires place‐value understanding. Therefore, we fitted a linear function to children's estimates of two‐digit numbers and considered the resulting slope as a measure of children's place‐value understanding. We observed a significant correlation between this slope and children's performance in a transcoding task known to require place‐value understanding. Additionally, the slope for two‐digit numbers assessed at the beginning of grade 1 predicted children's arithmetic performance at the end of grade 1. These results indicate that the number line estimation task may indeed constitute a valid measure for first‐graders' place‐value understanding. Moreover, these findings are hard to reconcile with the view that number line estimation directly assesses a spatial representation of numbers. Instead, our results suggest that numerical processes involved in performing the task (such as place‐value understanding) may drive the association between number line estimation and arithmetic performance. pubtype: Academic Journal doctype: research tables/charts Journal Article ougenre: Article language: English refInfo: holdings: @attributes: islocal: N |
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