The Influence of Making Predictions on the Accuracy of Numerosity Estimates in Elementary-Aged Children

Russo, James; MacDonald, Amy; Russo, Toby

doi:10.1007/s10763-021-10156-3

Cited by 4 publications

(4 citation statements)

References 25 publications

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“…Estimation is a best guess or approximation based on the available information and is generally exercised when precise calculations or measurements are not possible or not necessary (Chang et al 2011). Its importance in children's education is twofold: first, the exercise of estimation skills is ubiquitous in everyday life, both in school and out of school, across several domains of everyday life; second, estimation skills support the development of higher level mathematical thinking and reasoning (Andrews et al 2022;Rittle-Johnson et al 2001;Russo et al 2022), correlating with standardized achievement test performance as well as arithmetic and magnitude comparison (Opfer and Siegler 2007).…”

Section: Assessing the Analytical Skill Of Estimationmentioning

confidence: 99%

Assessing Cognitive Skills in Early Childhood Education Using a Bilingual Early Language Learner Assessment Tool

et al. 2023

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In this article, we propose that basic cognitive skills may be fostered and assessed in early childhood educational (pre-K) settings using a technology-based approach to assessment. BELLA (Bilingual English Language Learner Assessment), designed for use with both monolingual (English or Spanish speaking) and bilingual (English and Spanish speaking) children, is designed to attend to cognitive skill development in addition to (pre-)academic knowledge. Specifically, BELLA assesses analytical, creative, and practical thinking in 3–5-year-old children through unique item content and delivery. BELLA is among the first tablet-based pre-K assessments designed to assess cognitive skills needed for the era of the Anthropocene.

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Section: Assessing the Analytical Skill Of Estimationmentioning

confidence: 99%

Assessing Cognitive Skills in Early Childhood Education Using a Bilingual Early Language Learner Assessment Tool

et al. 2023

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“…According to Ivanjek et al (2016), those with extreme achievement could make predictions based on graphs. These studies focus on the difficulties in making predictions based on graphs, but they failed to deal with the reasoning aspect Kim and Kasmer (2007) and Russo et al (2022) stated that predictions are an aspect of reasoning. It is evident that predictions and reasoning are inseparable, and this is referred to as predictive reasoning.…”

Section: Introductionmentioning

confidence: 99%

Predictive reasoning of senior high school students in handling COVID-19 data

Lathifaturrahmah

Nusantara

Subanji

et al. 2023

EURASIA J Math Sci Tech Ed

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The purpose of this study is to describe the characteristics of predictive reasoning made by students in solving graph-related problems, particularly related to COVID-19. This is a descriptive qualitative study with data collected from a sample size of 25 senior high school students and analyzed using the <i>generalization-prediction task</i>. The result revealed that there are three types of students’ predictive reasoning made based on (1) data observation, (2) data observation coupled with prior experience, and (3) data observation coupled with prior experience or knowledge. The experience used to make a prediction is obtained from personal life, classroom, and general knowledge about COVID-19. In conclusion, this study improves students’ understanding and ability to reason with graphs and future studies can be conducted with different prediction tasks.

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“…Nevertheless, training interventions based on the mapping from an estimated quantity to a number have been poorly studied. Furthermore, when they have, the focus has been on how ANS accuracy itself can be trained, instead of how such training could lead to potential transfers to arithmetic- (Russo, MacDonald, & Russo, 2021). In other cases, training of the mapping between the ANS and symbolic representations was administered together with other numerical training techniques, and limited to children with learning difficulties or low socioeconomic status (Räsänen, Salminen, Wilson, Aunio, & Dehaene, 2009;Sella et al, 2016;Wilson, Dehaene, Dubois, & Fayol, 2009;Wilson, Revkin, Cohen, Cohen, & Dehaene, 2006).…”

mentioning

confidence: 99%

“…Mapping can be trained (Russo et al, 2021;Tobia et al, 2021). Importantly, calibration by means of informative trials can improve the accuracy of the estimations.…”

mentioning

confidence: 99%

Improving mathematics performance in 7-year-old children: Training the mapping from estimated quantities to Arabic digits

et al. 2022

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Exact arithmetic abilities require symbolic numerals, which constitute a precise representation of quantities, such as the Arabic digits. Numerical thinking, however, also engages an intuitive non-linguistic number sense, the Approximate Number System (ANS). The ANS allows us to discriminate quantities, approximate arithmetic transformations, and estimate quantities, all without counting individual items. Although the ANS does not require language, estimations made by means of the ANS can be expressed with number words or Arabic digits. A connection between the ANS and school math performance has been established. A child’s accuracy in mapping from approximate quantities to Arabic digits is associated with children’s symbolic math abilities and can also predict their success at learning new arithmetic skills. Here, we explore whether directly training the mapping between estimated quantities and Arabic digits transfers to better math proficiency. The control training was based on discriminating quantity representations, without involving digits. Each of these three-week computer-based trainings were added to the school schedule. We measured improvements in approximate and exact arithmetic after training. Both the experimental and the control group improved in approximate arithmetic performance. However, in exact arithmetic, results show that strengthening the digit-quantity relation improved the 7-year-olds’ competence in symbolic additions and subtractions over and above the improvement measured in the control group. Our results speak to the complexity of the factors involved in developing mathematical abilities, making the case that training the mapping from estimated quantities to digits can be particularly effective in improving children’s mathematical performance.

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The Influence of Making Predictions on the Accuracy of Numerosity Estimates in Elementary-Aged Children

Cited by 4 publications

References 25 publications

Assessing Cognitive Skills in Early Childhood Education Using a Bilingual Early Language Learner Assessment Tool

Assessing Cognitive Skills in Early Childhood Education Using a Bilingual Early Language Learner Assessment Tool

Predictive reasoning of senior high school students in handling COVID-19 data

Improving mathematics performance in 7-year-old children: Training the mapping from estimated quantities to Arabic digits

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