Associations of Number Line Estimation with Mathematical Competence: A Meta-Analysis

Autor/inn/en	Schneider, Michael; Merz, Simon; Stricker, Johannes; De Smedt, Bert; Torbeyns, Joke; Verschaffel, Lieven; Luwel, Koen
Titel	Associations of Number Line Estimation with Mathematical Competence: A Meta-Analysis
Quelle	In: Child Development, 89 (2018) 5, S.1467-1484 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0009-3920
DOI	10.1111/cdev.13068
Schlagwörter	Number Concepts; Numbers; Mathematics Instruction; Children; Early Adolescents; Correlation; Mathematics Skills; Age Differences; Fractions; Computation; Arithmetic; Mathematics Achievement; Competence + Suchen Sie Ihr Suchwort? Number concept; Zahlbegriff; Zahlenraum; Mathematics lessons; Mathematikunterricht; Child; Kind; Kinder; Korrelation; Mathmatics achievement; Mathematics ability; Mathematische Kompetenz; Age; Difference; Age difference; Altersunterschied; Bruchrechnung; Addition; Arithmetik; Arithmetikunterricht; Rechnen; Mathmatics sikills; Mathematical ability; Kompetenz
Abstract	The number line estimation task is widely used to investigate mathematical learning and development. The present meta-analysis statistically synthesized the extensive evidence on the correlation between number line estimation and broader mathematical competence. Averaged over 263 effect sizes with 10,576 participants with sample mean ages from 4 to 14 years, this correlation was r = 0.443. The correlation increased with age, mainly because it was higher for fractions than for whole numbers. The correlation remained stable across a wide range of task variants and mathematical competence measures (i.e., counting, arithmetic, school achievement). These findings demonstrate that the task is a robust tool for diagnosing and predicting broader mathematical competence and should be further investigated in developmental and experimental training studies. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01