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Representational change and strategy use in children's number line estimation during the first years of primary school

White, Sonia & Szucs, Denes (2012) Representational change and strategy use in children's number line estimation during the first years of primary school. Behavioral and Brain Functions, 8(1).

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Abstract

Background: The objective of this study was to scrutinize number line estimation behaviors displayed by children in mathematics classrooms during the first three years of schooling. We extend existing research by not only mapping potential logarithmic-linear shifts but also provide a new perspective by studying in detail the estimation strategies of individual target digits within a number range familiar to children.

Methods: Typically developing children (n = 67) from Years 1 – 3 completed a number-to-position numerical estimation task (0-20 number line). Estimation behaviors were first analyzed via logarithmic and linear regression modeling. Subsequently, using an analysis of variance we compared the estimation accuracy of each digit, thus identifying target digits that were estimated with the assistance of arithmetic strategy.

Results: Our results further confirm a developmental logarithmic-linear shift when utilizing regression modeling; however, uniquely we have identified that children employ variable strategies when completing numerical estimation, with levels of strategy advancing with development.

Conclusion: In terms of the existing cognitive research, this strategy factor highlights the limitations of any regression modeling approach, or alternatively, it could underpin the developmental time course of the logarithmic-linear shift. Future studies need to systematically investigate this relationship and also consider the implications for educational practice.

Impact and interest:

2 citations in Scopus
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2 citations in Web of Science®

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45 since deposited on 05 Jan 2012
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ID Code: 47940
Item Type: Journal Article
Keywords: number line, estimation behaviors, estimation strategies
DOI: 10.1186/1744-9081-8-1
ISSN: 1744-9081
Subjects: Australian and New Zealand Standard Research Classification > EDUCATION (130000) > CURRICULUM AND PEDAGOGY (130200) > Mathematics and Numeracy Curriculum and Pedagogy (130208)
Divisions: Current > QUT Faculties and Divisions > Faculty of Education
Current > Schools > School of Early Childhood
Copyright Owner: Copyright 2012 Springer
Copyright Statement: The original publication is available at SpringerLink http://www.springerlink.com
Deposited On: 05 Jan 2012 10:16
Last Modified: 07 Jan 2012 05:42

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