Longitudinal development of number line estimation and mathematics performance in primary school children

Journal of Experimental Child Psychology
Ilona Friso-van den BosErnest C D M Van Lieshout

Abstract

Children's ability to relate number to a continuous quantity abstraction visualized as a number line is widely accepted to be predictive of mathematics achievement. However, a debate has emerged with respect to how children's placements are distributed on this number line across development. In the current study, different models were applied to children's longitudinal number placement data to get more insight into the development of number line representations in kindergarten and early primary school years. In addition, longitudinal developmental relations between number line placements and mathematical achievement, measured with a national test of mathematics, were investigated using cross-lagged panel modeling. A group of 442 children participated in a 3-year longitudinal study (ages 5-8 years) in which they completed a number-to-position task every 6 months. Individual number line placements were fitted to various models, of which a one-anchor power model provided the best fit for many of the placements at a younger age (5 or 6 years) and a two-anchor power model provided better fit for many of the children at an older age (7 or 8 years). The number of children who made linear placements also grew with age. Cross-lagged pan...Continue Reading

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Dec 29, 2015·Psychological Research·Jaccoline E van't NoordendeEvelyn H Kroesbergen
Mar 24, 2018·Developmental Science·Maxine LaiHilary Barth
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