A longitudinal analysis of estimation, counting skills, and mathematical ability across the first school year
Bibliographic Data
| ID | 9792504 |
|---|---|
| Authors | Kevin Muldoon (0000-0002-0510-8219, Heriot-Watt University, corresponding author), John N Towse (0000-0003-1183-5508, Lancaster University), Victoria Simms (0000-0001-5664-6810, University of Leicester), Oliver Perra (0000-0002-8675-3171, Queen's University Belfast), Victoria Menzies (0000-0003-2444-379X, University of York) |
| Year | 2013 |
| Volume | 49 |
| Issue | 2 |
| Pages | 250-257 |
| Publication date | 2013-01-01 |
| Peer Reviewed | Yes |
| Open Access | No |
| Type | ARTICLE |
| Venue | Developmental Psychology (JOURNAL) |
| Journal identifiers | ISSN: 0012-1649 • E-ISSN: 1939-0599 |
| Publisher | American Psychological Association (APA) (PUBLISHER) |
| DOI | 10.1037/a0028240 |
| PMID | 22506976 |
| OpenAlex | W1981600212 |
| Language | EN |
| Citations received | 7 |
| References cited | 11 |
In response to claims that the quality (and in particular linearity) of children's mental representation of number acts as a constraint on number development, we carried out a longitudinal assessment of the relationships between number line estimation, counting, and mathematical abilities. Ninety-nine 5-year-olds were tested on 4 occasions at 3 monthly intervals. Correlations between the 3 types of ability were evident, but while the quality of children's estimations changed over time and performance on the mathematical tasks improved over the same period, changes in one were not associated with changes in the other. In contrast to the earlier claims that the linearity of number representation is potentially a unique contributor to children's mathematical development, the data suggest that this variable is not significantly privileged in its impact over and above simple procedural number skills. We propose that both early arithmetic success and estimating skill are bound closely to developments in counting ability
Cognitive psychology · Constraint (computer-aided design · Contrast (vision · Developmental psychology · Estimation · Longitudinal study · Mathematics education · Number line · Quality (philosophy · Representation (politics · Statistics · Variation (astronomy · Artificial Intelligence · Cognitive and developmental aspects of mathematical skills · Computer Science · Mathematics · Mathematics Education and Teaching Techniques · Psychology · Reading and Literacy Development
Associations of Number Line Estimation With Mathematical Competence
Early Math Trajectories
Pathways to learning mathematics for students in French-immersion and English-instruction programs
Development and sensory channel feedback effects in children’s number line estimation
Children perform better on left than right targets in an ordinal task
Varieties of Number-Line Estimation
An early numeracy intervention for first-graders at risk for mathematical learning difficulties
Development of Numerical Estimation in Young Children
The Development of Numerical Estimation
Playing linear number board games—but not circular ones—improves low-income preschoolers’ numerical understanding.
Predicting First–Grade Math Achievement from Developmental Number Sense Trajectories
Numerical estimation in preschoolers
On the Development of the Mental Number Line
Developmental and individual differences in pure numerical estimation
Number games, magnitude representation, and basic number skills in preschoolers
Bootstrapping & the origin of concepts
Cross-Cultural Comparisons of 5-Year-Olds' Estimating and Mathematical Ability
| Unique citing works | 7 |
|---|---|
| Citations per year | 0,78 |
| Citation span | 2017 - 2025 (9) |
| Citation velocity | recent |
| Highly cited | No |
| Citation types | Neutral: 7 |