Literaturnachweis - Detailanzeige
Autor/inn/en | Siegler, Robert S.; Booth, Julie L. |
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Titel | Development of Numerical Estimation in Young Children |
Quelle | In: Child Development, 75 (2004) 2, S.428-444 (17 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
Zusatzinformation | Weitere Informationen |
Sprache | englisch |
Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
ISSN | 0009-3920 |
DOI | 10.1111/j.1467-8624.2004.00684.x |
Schlagwörter | Age Differences; Mathematics Achievement; Achievement Tests; Elementary School Mathematics; Mathematics Skills; Primary Education; Numeracy; Computation Age; Difference; Age difference; Altersunterschied; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Achievement test; Achievement; Testing; Test; Tests; Leistungsbeurteilung; Leistungsüberprüfung; Leistung; Testdurchführung; Testen; Elementare Mathematik; Schulmathematik; Mathematics ability; Primarbereich; Rechenkompetenz |
Abstract | Two experiments examined kindergartners', first graders', and second graders' numerical estimation, the internal representations that gave rise to the estimates, and the general hypothesis that developmental sequences within a domain tend to repeat themselves in new contexts. Development of estimation in this age range on 0-to-100 number lines followed the pattern observed previously with older children on 0-to-1,000 lines. Between kindergarten and second grade (6 and 8 years), patterns of estimates progressed from consistently logarithmic to a mixture of logarithmic and linear to a primarily linear pattern. Individual differences in number-line estimation correlated strongly with math achievement test scores, improved estimation accuracy proved attributable to increased linearity of estimates, and exposure to relevant experience tended to improve estimation accuracy. (Author). |
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Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
Update | 2017/4/10 |