The nature of the association between number line and mathematical performance

An international twin study

Dados Bibliográficos

ID5264414
AutoresMaria Grazia Tosto (Laboratory for Cognitive Investigations and Behavioral Genetics Department of Psychology Institute of Genetic, Neurobiological, and Social Foundations of Child Development Tomsk State University Tomsk, Oblast Russia), Gabrielle Garon-Carrier (0000-0002-9906-5247, Université Laval), Gabrielle Garon‐carrier (School of Psychology Université Laval Québec City Québec Canada), Susan Gro (0000-0003-1589-2307), Susan Gross (Department of Psychological Sciences Case Western Reserve University Cleveland Ohio USA), Susan I Gross (Case Western Reserve University), Stephen A Petrill (0000-0003-2508-715X, Department of Psychology The Ohio State University Columbus Ohio USA), Sergey Malykh (0000-0002-3786-7447, Laboratory for Cognitive Investigations and Behavioral Genetics Department of Psychology Institute of Genetic, Neurobiological, and Social Foundations of Child Development Tomsk State University Tomsk, Oblast Russia), Karim Malki (0000-0001-7120-3364, MRC Social, Genetic and Developmental Psychiatry Centre Institute of Psychiatry, Psychology& Neuroscience King's College London UK), Shilpa A Hart (0000-0001-9793-0420, Florida State University), Sara A Hart (Department of Psychology Florida Center for Reading Research The Florida State University Tallahassee Florida USA), Lee Thompson (0000-0001-9581-4987, Department of Psychological Sciences Case Western Reserve University Cleveland Ohio USA), Lee A Thompson (Case Western Reserve University), Rezhaw L Karadaghi (MRC Social, Genetic and Developmental Psychiatry Centre Institute of Psychiatry, Psychology& Neuroscience King's College London UK), Nikita Yakovlev (Laboratory for Cognitive Investigations and Behavioral Genetics Department of Psychology Institute of Genetic, Neurobiological, and Social Foundations of Child Development Tomsk State University Tomsk, Oblast Russia), Nikita N Yakovlev (0000-0002-5190-0178, National Research Tomsk State University), Tatiana Tikhomirova (0000-0002-6748-763X, Psychological Institute Russian Academy of Education Moscow Russia), John E Opfer (0000-0001-8406-3196, Department of Psychology The Ohio State University Columbus Ohio USA), Michèle M M Mazzocco (0000-0001-5209-3550, Institute of Child Development University of Minnesota Minneapolis Minnesota USA), Ginette Dionne (0000-0001-9828-6403, School of Psychology Université Laval Québec City Québec Canada), Mara Brendgen (0000-0001-6780-8547, Department of Psychology School of Psychology Université du Québec à Montréal Québec Canada), Frank Vitaro (0000-0003-3897-2916, Department of Psychoeducation Department of Pediatrics and Psychology Université de Montréal Québec Canada), Richard E Tremblay (0009-0006-6621-8696, Laboratory for Cognitive Investigations and Behavioral Genetics Department of Psychology Institute of Genetic, Neurobiological, and Social Foundations of Child Development Tomsk State University Tomsk, Oblast Russia), Michel Boivin (0000-0001-8621-9844, Laboratory for Cognitive Investigations and Behavioral Genetics Department of Psychology Institute of Genetic, Neurobiological, and Social Foundations of Child Development Tomsk State University Tomsk, Oblast Russia), Yulia Kovas (0000-0001-9633-6374, Laboratory for Cognitive Investigations and Behavioral Genetics Department of Psychology Institute of Genetic, Neurobiological, and Social Foundations of Child Development Tomsk State University Tomsk, Oblast Russia, autor correspondente)
Ano2019
Volume89
Fascículo4
Páginas787-803
Data de publicação2019-12-01
Open AccessSim
TipoARTICLE
PeriódicoBritish Journal of Educational Psychology (JOURNAL)
Identificadores do periódicoISSN: 0007-0998 • E-ISSN: 2044-8279
EditoraWiley (PUBLISHER • GB)
DOI10.1111/bjep.12259
PMID30548254
OpenAlexW2905089930
IdiomaEN
Citações recebidas1
Referências citadas64

BackgroundThe number line task assesses the ability to estimate numerical magnitudes. People vary greatly in this ability, and this variability has been previously associated with mathematical skills. However, the sources of individual differences in number line estimation and its association with mathematics are not fully understood.AimsThis large-scale genetically sensitive study uses a twin design to estimate the magnitude of the effects of genes and environments on: (1) individual variation in number line estimation and (2) the covariation of number line estimation with mathematics.SamplesWe used over 3,000 8- to 16-year-old twins from the United States, Canada, the United Kingdom, and Russia, and a sample of 1,456 8- to 18-year-old singleton Russian students.MethodsTwins were assessed on: (1) estimation of numerical magnitudes using a number line task and (2) two mathematics components: fluency and problem-solving.ResultsResults suggest that environments largely drive individual differences in number line estimation. Both genes and environments contribute to different extents to the number line estimation and mathematics correlation, depending on the sample and mathematics component.ConclusionsTaken together, the results suggest that in more heterogeneous school settings, environments may be more important in driving variation in number line estimation and its association with mathematics, whereas in more homogeneous school settings, genetic effects drive the covariation between number line estimation and mathematics. These results are discussed in the light of development and educational settings

Association (psychology) · Estimation · Fluency · Geometry · Line (geometry) · Mathematics education · Number line · Statistics · Task (project management) · Variation (astronomy) · Cognitive and developmental aspects of mathematical skills · Engineering · Mathematics · Mathematics Education and Teaching Techniques · Psychology · Reading and Literacy Development

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