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The development of number line estimation in children at risk of mathematics learning difficulties: A longitudinal study
Citation
Ruiz, C., Kohnen, S., Muñez, D., & Bull, R. (2024). The development of number line estimation in children at risk of mathematics learning difficulties: A longitudinal study. Journal of Experimental Child Psychology, 243, Article 105916. https://doi.org/10.1016/j.jecp.2024.105916
Abstract
Children with mathematics learning difficulties (MLD) show poorer performance on the number line task, but how performance on this task relates to other mathematical skills is unclear. This study examined the association between performance on the number line task and mathematical skills during the first 2 years of school for children at risk of MLD. Children (N = 100; Mage = 83.63 months) were assessed on four occasions on the number line task and other mathematical skills (math fluency, numerical operations, and mathematical reasoning). Estimation patterns were analyzed based on the representational shift and proportional judgment accounts separately. More consistent longitudinal trends and stronger evidence for differences in mathematical skills based on estimation patterns were found within the representational shift account. Latent growth curve models showed accuracy on the number line task as a predictor of growth in some mathematical skills assessed. We discuss impacts of methodological limitations on the study of estimation patterns.
Date Issued
2024
Publisher
Elsevier
Journal
Journal of Experimental Child Psychology
DOI
10.1016/j.jecp.2024.105916
Project
OER 30/15 KL
Grant ID
iMQRES
2020005
Funding Agency
International Macquarie University Research Excellence Scholarship
Ministry of Education, Singapore