Revisiting the Relationship between Number-Line Estimation and Basic Addition and Subtraction in Elementary School Children and Adults

Autor/in	Alnajashi, Sumyah
Titel	Revisiting the Relationship between Number-Line Estimation and Basic Addition and Subtraction in Elementary School Children and Adults
Quelle	In: Journal of Cognitive Education and Psychology, 20 (2021) 2, S.123-137 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Alnajashi, Sumyah)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1945-8959
Schlagwörter	Computation; Grade 2; Grade 3; Grade 4; Elementary School Students; Undergraduate Students; Arithmetic; Addition; Subtraction; Semitic Languages; Mathematics Skills; Scores; Correlation; Error Patterns; Age Differences + Suchen Sie Ihr Suchwort? School year 02; 2. Schuljahr; Schuljahr 02; School year 03; 3. Schuljahr; Schuljahr 03; School year 04; 4. Schuljahr; Schuljahr 04; Addition; Arithmetik; Arithmetikunterricht; Rechnen; Subtraktion; Arabisch; Hebräisch; Mathmatics achievement; Mathematics ability; Mathematische Kompetenz; Korrelation; Fehlertyp; Age; Difference; Age difference; Altersunterschied
Abstract	This study aims to examine the differences in numerosity estimation on a right-to-left number line between second- to fourth-grade students and undergraduate students, together with whether number-line estimation is related to basic arithmetic tasks (addition and subtraction). Hence, 53 Arabic-speaking children and 63 Arabic-speaking adults performed a paper-based number-line estimation task and also an arithmetic task. Number-line estimation was represented either by the percentage of absolute errors in positing the quantities on the line, by the accuracy, or by the "r" score for linearity of representation. The results show that, although children's addition (but not subtraction) performance resembles that of adults, the correlations vary between number line and arithmetic scores. Addition scores are positively correlated with error percentages in the children's number-line tasks, while subtraction is negatively correlated with adults' error percentages. These differences are assumed to be attributed to various uses of recall and procedural strategies. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01