Representational change and strategy use in children's number line estimation during the first years of primary school.
Behav Brain Funct
; 8: 1, 2012 Jan 04.
Article
em En
| MEDLINE
| ID: mdl-22217191
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.
Texto completo:
1
Coleções:
01-internacional
Base de dados:
MEDLINE
Assunto principal:
Matemática
/
Processos Mentais
Tipo de estudo:
Diagnostic_studies
/
Prognostic_studies
Limite:
Child
/
Female
/
Humans
/
Male
Idioma:
En
Revista:
Behav Brain Funct
Assunto da revista:
CEREBRO
/
CIENCIAS DO COMPORTAMENTO
Ano de publicação:
2012
Tipo de documento:
Article
País de afiliação:
Reino Unido