Number line estimation and mental addition: Examining the potential roles of language and education

Laski, Elida V.; Yu, Qingyi

doi:10.1016/j.jecp.2013.08.007

Cited by 48 publications

(44 citation statements)

References 55 publications

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“…First, studies are needed to investigate the influence of instruction type on number line placements and, in particular, to what extent instruction with respect to number line placements around the midpoint influences the shape of the number lines produced by the children (Ashcraft & Moore, 2012). Second, although various studies have investigated transitions of number line shapes using number line tasks of various scales (Ashcraft & Moore, 2012;Berteletti, Lucangeli, Piazza, Dehaene, & Zorzi, 2010;Laski & Yu, 2014;Slusser et al, 2013), a broader range of models to describe the shape of number lines of various scales should be used in order to gain insight into the development of number line placements in other scales than in the current study. Third, although a developmental account has been made in the current study, no strong causal inferences can be drawn from the longitudinal analyses.…”

Section: Discussionmentioning

confidence: 99%

Longitudinal development of number line estimation and mathematics performance in primary school children

Bos

Kroesbergen

Luit

et al. 2015

Journal of Experimental Child Psychology

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Children's ability to relate number to a continuous quantity abstraction visualized as a number line is widely accepted to be predictive of mathematics achievement. However, a debate has emerged with respect to how children's placements are distributed on this number line across development. In the current study, different models were applied to children's longitudinal number placement data to get more insight into the development of number line representations in kindergarten and early primary school years. In addition, longitudinal developmental relations between number line placements and mathematical achievement, measured with a national test of mathematics, were investigated using cross-lagged panel modeling. A group of 442 children participated in a 3-year longitudinal study (ages 5-8 years) in which they completed a number-to-position task every 6 months. Individual number line placements were fitted to various models, of which a one-anchor power model provided the best fit for many of the placements at a younger age (5 or 6 years) and a two-anchor power model provided better fit for many of the children at an older age (7 or 8 years). The number of children who made linear placements also grew with age. Cross-lagged panel analyses indicated that the best fit was provided with a model in which number line acuity and mathematics performance were mutually predictive of each other rather than models in which one ability predicted the other in a non-reciprocal way. This indicates that number line acuity should not be seen as a predictor of math but that both skills influence each other during the developmental process.

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Section: Discussionmentioning

confidence: 99%

Longitudinal development of number line estimation and mathematics performance in primary school children

Bos

Kroesbergen

Luit

et al. 2015

Journal of Experimental Child Psychology

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“…In comparing Chinese and Chinese-American children's number line estimation, Laski and Yu (2014) found that Chinese children's number line estimation was 1 to 2 years ahead of their Chinese-American counterparts, even though both groups of children were fluent in Chinese. Similar to Towse and colleagues, Laski and Yu (2014) thus concluded that the development of linearity could not be explained by differences in the counting systems alone.…”

Section: Improving Estimation Of Numerical Magnitudes 198mentioning

confidence: 99%

“…The literature on the relation between numerical language and mathematics performance, however, provides counter evidence as well. For example, Towse and colleagues (e.g., Muldoon, Simms, Towse, Menzies, & Yue, 2011;Towse, Muldoon, & Simms, 2015) and Laski and Yu (2014) provided evidence that differences in numerical language alone could not explain children's understanding of number and other mathematics performance. For example, in the study by Muldoon et al (2011), Chinese and Scottish children's numerical estimation and other indicators of mathematics performance were examined.…”

Section: Improving Estimation Of Numerical Magnitudes 198mentioning

confidence: 99%

Encoding “10ness” improves first-graders’ estimation of numerical magnitudes

Okamoto

2017

J. Numer. Cogn.

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Understanding numerical magnitudes is a foundational skill that significantly impacts later learning of mathematics concepts. The current study tested the idea that encoding of "10ness" is crucial to improving children's estimation of two-digit number magnitudes. We used commercially available base-10 blocks for this purpose. The children in the experimental condition were asked to construct two-digit numbers by laying down the precise combinations of 10-and 1-blocks horizontally (e.g., three 10-blocks and seven 1-blocks for 37). Two control conditions were also included. In one control condition, children used 1-blocks only. In another control condition, children used one 10-block and as many 1-blocks as necessary. After working with the experimenter for only 15 minutes twice, the children in the experimental condition were significantly more accurate on the estimation task than those in the control conditions. The findings confirmed the importance of encoding 10ness as a unit in making accurate estimates of two-digit number magnitudes. The importance of encoding other units in the base-10 system is discussed.

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“…In a more recent study, the roles of language and education in relation to number line estimation and simple arithmetic skills (addition) were investigated on two groups of children: Chinese groups which consisted of 41 kindergarteners and 31 second graders, and Chinese American groups made up of 42 kindergarteners and 20 second graders around the ages of 5 to 8 years (Laski & Yu, 2014). The Chinese children were tested in their native language, while the Chinese Americans were tested in English (though noted to be fluent in both languages).…”

Section: Number Placementmentioning

confidence: 99%

Learning Numbers in Different Languages: Chinese versus Malay

2017

JME

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This study investigated the impact of learning to use the Chinese or theThis study explores the structure of names for numbers in two languages: Malay and Chinese. It is hypothesized from past research that naming systems for numbers influences how a child learns and thinks about numbers. The learner's performance on number tasks varies depending on the regularity of the number system that one has to learn. A more transparent number system would logically be easier to acquire. The student would thus progress more quickly in their mastery of the number system. The Malay and Chinese counting systems are more regular than English, but the Chinese system is the more regular of the two. As seen in Figure 1, the same word is used for 10 in Chinese, in the composition of numbers in the teens and in all other decades. In Malay, the word for 10, "sepuluh" (literally one ten) is not used in the composition of the teens; "puluh" is used in the composition of other decades, whereas in Chinese the same word is used. In Malay, the word for 1 is used with decades (e.g. 21, 31), but changed in the number labels for 10 and 11. The order in which the decades and units are named also differs between the systems: in Chinese both for the teens and for the other decades, the name of the unit is pronounced after the decade (as in twenty one) whereas in Malay

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Number line estimation and mental addition: Examining the potential roles of language and education

Cited by 48 publications

References 55 publications

Longitudinal development of number line estimation and mathematics performance in primary school children

Longitudinal development of number line estimation and mathematics performance in primary school children

Encoding “10ness” improves first-graders’ estimation of numerical magnitudes

Learning Numbers in Different Languages: Chinese versus Malay

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