The Relationship between Children's Familiarity with Numbers and Their Performance in Bounded and Unbounded Number Line Estimations

Autor/inn/en	Ebersbach, Mirjam; Luwel, Koen; Verschaffel, Lieven
Titel	The Relationship between Children's Familiarity with Numbers and Their Performance in Bounded and Unbounded Number Line Estimations
Quelle	In: Mathematical Thinking and Learning: An International Journal, 17 (2015) 2-3, S.136-154 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1098-6065
DOI	10.1080/10986065.2015.1016813
Schlagwörter	Mathematics Skills; Mathematics Instruction; Familiarity; Numeracy; Kindergarten; Grade 2; Grade 1; Elementary School Students; Number Concepts; Computation; Age Differences; Hypothesis Testing; Foreign Countries; Accuracy; Elementary School Mathematics; Germany + Suchen Sie Ihr Suchwort? Mathmatics achievement; Mathematics ability; Mathematische Kompetenz; Mathematics lessons; Mathematikunterricht; Rechenkompetenz; School year 02; 2. Schuljahr; Schuljahr 02; School year 01; 1. Schuljahr; Schuljahr 01; Number concept; Zahlbegriff; Age; Difference; Age difference; Altersunterschied; Hypothesenprüfung; Hypothesentest; Ausland; Elementare Mathematik; Schulmathematik; Deutschland
Abstract	Children's estimation skills on a bounded and unbounded number line task were assessed in the light of their familiarity with numbers. Kindergartners, first graders, and second graders (N = 120) estimated the position of numbers on a 1--100 number line, marked with either two reference points (i.e., 1 and 10: unbounded condition) or three reference points (i.e., 1, 10, 100: bounded condition). Estimations were more accurate and less variable in older compared to younger children and, beyond age, in children who were familiar with larger numbers. The number of reference points yielded neither a main effect nor an interaction effect with familiarity. Our results underline that children's familiarity with numbers is a pivotal factor for the quality of number line estimations that might even obliterate potential effects of additional reference points. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01