Magnitude estimation is influenced by social power

Huber, Stefan; Bloechle, Johannes; Dackermann, Tanja; Scholl, Annika; Sassenberg, Kai; Moeller, Korbinian

doi:10.5964/jnc.v3i2.52

Cited by 3 publications

(1 citation statement)

References 56 publications

(79 reference statements)

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“…Number line estimation efficacy is more accurate on boundedtypically where an upper limit is placed on the number line to facilitate estimationsthan unbounded tasks, with children using proportional judgements on the former and magnitude-based judgements on the latter (Jung et al, 2020). Adults' number line estimation performance is not only inconsistent but dependent on the nature of the task (Huber et al, 2017). With respect to large numbers, around half of all adults erroneously place one million halfway between one thousand and one billion, highlighting an underdeveloped sense of large numbers (Landy et al, 2013).…”

Section: Number Line Estimationmentioning

confidence: 99%

Estimation in the Mathematics Curricula of Denmark, Norway and Sweden: Inadequate Conceptualisations of an Essential Competence

Sunde

Petersson

Nosrati

et al. 2021

Scandinavian Journal of Educational Research

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Acknowledging evidence that the ability to estimate has major consequences for both later mathematics learning and real-world functionality, this paper examines the national mathematics curriculum for compulsory school for each of Denmark, Norway and Sweden for the estimation-related opportunities it offers children. Framed against four conceptually and procedurally different forms of estimation (computational, measurement, quantity and number line), each of which is implicated differently in the later learning of mathematics, analyses indicated that none of the four forms of estimation were addressed explicitly in the Norwegian curriculum. Expectations of computational and measurement estimation were present in both the Danish and the Swedish curricula, although neither referred to either quantity or number line estimation. Even when estimation-related learning outcomes were articulated, there was no evidence of the processes by which they might be realised. Finally, there were no acknowledgements that estimation may contribute to the learning of other mathematical topics.

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Section: Number Line Estimationmentioning

confidence: 99%

Estimation in the Mathematics Curricula of Denmark, Norway and Sweden: Inadequate Conceptualisations of an Essential Competence

Sunde

Petersson

Nosrati

et al. 2021

Scandinavian Journal of Educational Research

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The new unbounded number line estimation task: A systematic literature review

Reinert

Moeller

2021

Acta Psychologica

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Domain-general factors influencing numerical and arithmetic processing

Knops

Nuerk²,

Göbel

2017

J. Numer. Cogn.

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This special issue contains 18 articles that address the question how numerical processes interact with domain-general factors. We start the editorial with a discussion of how to define domain-general versus domain-specific factors and then discuss the contributions to this special issue grouped into two core numerical domains that are subject to domain-general influences (see Figure 1). The first group of contributions addresses the question how numbers interact with spatial factors. The second group of contributions is concerned with factors that determine and predict arithmetic understanding, performance and development. This special issue shows that domain-general (Table 1a) as well as domain-specific (Table 1b) abilities influence numerical and arithmetic performance virtually at all levels and make it clear that for the field of numerical cognition a sole focus on one or several domain-specific factors like the approximate number system or spatial-numerical associations is not sufficient. Vice versa, in most studies that included domain-general and domain-specific variables, domain-specific numerical variables predicted arithmetic performance above and beyond domain-general variables. Therefore, a sole focus on domain-general aspects such as, for example, working memory, to explain, predict and foster arithmetic learning is also not sufficient. Based on the articles in this special issue we conclude that both domain-general and domain-specific factors contribute to numerical cognition. But the how, why and when of their contribution still needs to be better understood. We hope that this special issue may be helpful to readers in constraining future theory and model building about the interplay of domain-specific and domain-general factors.Keywords: spatial-numerical associations, arithmetic, intervention studies, spatial skills, working memory, modules Numerical cognition encompasses a broad variety of cognitive and neural processes related to the perception, understanding and manipulation of numerical content. Hence, when investigating numerical cognition, we are not looking at an encapsulated cognitive module, supported by a single neural system but rather at a widespread network of interrelated cognitive processes with complex neural underpinnings. Much like human behaviour cannot be fully understood when leaving aside the social interactions and influences, we need to understand to what extent the core numerical processes are influenced and/or mediated by domain-general factors and other domains such as spatial skills and language.

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Magnitude estimation is influenced by social power

Cited by 3 publications

References 56 publications

Estimation in the Mathematics Curricula of Denmark, Norway and Sweden: Inadequate Conceptualisations of an Essential Competence

Estimation in the Mathematics Curricula of Denmark, Norway and Sweden: Inadequate Conceptualisations of an Essential Competence

The new unbounded number line estimation task: A systematic literature review

Domain-general factors influencing numerical and arithmetic processing

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