In the current study, three possible interpretations of children’s number line estimation (NLE) performance were examined for appropriateness and possible correlates of performance were tracked over time in a classroom exemplifying recommended mathematics pedagogy for young children. In December and May, 21 4-year-olds completed the NLE task (0-10 range) and measures of numerical knowledge, spatial skills, and visual-motor integration. With high-quality teaching, children made large gains in these skills (d = 0.96-1.28). Due to uniformly high achievement, few expected correlations were observed, however. A strategy account of NLE performance was supported over the traditional logarithmic-to-linear shift account and the newly proposed proportion-judgement account. Patterns of error in estimation provide a better indication of understanding of the linear number line than models of best fit. Indeed, interpreting linearity of NLE as indicative of an underlying representation of number could lead to inappropriate conceptualizations of math learning disabilities and misguided interventions.
| Identifer | oai:union.ndltd.org:TORONTO/oai:tspace.library.utoronto.ca:1807/42637 |
| Date | 20 November 2013 |
| Creators | Olver, Ashley |
| Contributors | Moss, Joan |
| Source Sets | University of Toronto |
| Language | en_ca |
| Detected Language | English |
| Type | Thesis |
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