Is 27 a Big Number? Correlational and Causal Connections among Numerical Categorization, Number Line Estimation, and Numerical Magnitude Comparison

Autor/inn/en	Laski, Elida V.; Siegler, Robert S.
Titel	Is 27 a Big Number? Correlational and Causal Connections among Numerical Categorization, Number Line Estimation, and Numerical Magnitude Comparison
Quelle	In: Child Development, 78 (2007) 6, S.1723-1743 (21 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0009-3920
DOI	10.1111/j.1467-8624.2007.01087.x
Schlagwörter	Females; Individual Differences; Classification; Elementary Education; Correlation; Child Development; Number Concepts; Concept Formation; Influences; Experiments; Cognitive Development; Mathematics Education; Elementary School Mathematics; Mathematics Skills + Suchen Sie Ihr Suchwort? Weibliches Geschlecht; Individueller Unterschied; Classification system; Klassifikation; Klassifikationssystem; Elementarunterricht; Korrelation; Kindesentwicklung; Number concept; Zahlbegriff; Concept learning; Begriffsbildung; Influence; Einfluss; Einflussfaktor; Erprobung; Kognitive Entwicklung; Mathematische Bildung; Elementare Mathematik; Schulmathematik; Mathmatics achievement; Mathematics ability; Mathematische Kompetenz
Abstract	This study examined the generality of the logarithmic to linear transition in children's representations of numerical magnitudes and the role of subjective categorization of numbers in the acquisition of more advanced understanding. Experiment 1 (49 girls and 41 boys, ages 5-8 years) suggested parallel transitions from kindergarten to second grade in the representations used to perform number line estimation, numerical categorization, and numerical magnitude comparison tasks. Individual differences within each grade in proficiency for the three tasks were strongly related. Experiment 2 (27 girls and 13 boys, ages 5-6 years) replicated results from Experiment 1 and demonstrated a causal role of changes in categorization in eliciting changes in number line estimation. Reasons were proposed for the parallel developmental changes across tasks, the consistent individual differences, and the relation between improved categorization of numbers and increasingly linear representations. [This research was partially supported by Graduate Training Grant R305B040063.] (Author).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10