scholarly journals The importance of replicating meta-analyses: Commentary on “Conceptual replication and extension of the relation between the number line estimation task and mathematical competence across seven studies”

2021 ◽  
Vol 7 (3) ◽  
pp. 479-482
Author(s):  
Michael Schneider ◽  
Simon Merz ◽  
Johannes Stricker ◽  
Bert De Smedt ◽  
Joke Torbeyns ◽  
...  
Keyword(s):  
Number Line ◽  
Estimation Task ◽  
Mathematical Competence ◽  
Number Line Estimation ◽  
Meta Analyses

Associations of Number Line Estimation With Mathematical Competence: A Meta-analysis

2018 ◽  
Vol 89 (5) ◽  
pp. 1467-1484 ◽  
Author(s):  
Michael Schneider ◽  
Simon Merz ◽  
Johannes Stricker ◽  
Bert De Smedt ◽  
Joke Torbeyns ◽  
...  
Keyword(s):  
Meta Analysis ◽  
Number Line ◽  
Mathematical Competence ◽  
Number Line Estimation

scholarly journals Developmental trajectories of number line estimations in math anxiety: evidence from bounded and unbounded number line estimation

2021 ◽  
Author(s):  
Sarit Ashkenazi¹ ◽  
Nitzan Cohen¹
Keyword(s):  
Math Anxiety ◽  
Developmental Trajectories ◽  
Number Line ◽  
Spatial Theory ◽  
Reference Points ◽  
Group Differences ◽  
Estimation Task ◽  
Number Line Estimation ◽  
5Th Grade ◽  
Numerical Estimations

Abstract In the number line estimation task, participants are instructed to place a number, spatially, on a number line. In the present study, 2nd, 3rd and 5th grade children (n = 94) participated in bounded and unbounded number line estimation tasks, half with low math anxiety (LMA) and half with high MA (HMA). The spatial theory views MA as resulting from weakness in spatial abilities, subsequent to deficits in basic numerical abilities. Accordingly, due to number space associations, weakness in estimations are expected in HMA individuals. Accordingly, young children with HMA show non-mature numerical estimations compared to participants with LMA. Specifically, HMA participants showed higher logarithmic tendency than LMA peers, and showed indications for usage of 2 reference points rather than 3 reference points in number line estimations (bounded and unbounded). However, for older HMA children, estimations were normalized and group differences were eliminated. Finally, we found that estimations (linear fits and errors) in the bounded but not the unbounded tasks, predicted usage of advance memory-based strategies in simple addition operations. These results indicated that bounded and unbounded number line estimations are dissociable in 1) developmental trajectories, 2) in relation to MA and 3) in relation to math performances.

scholarly journals Imparare la matematica con Number Worlds: un intervento quinquennale nella scuola primaria

2021 ◽  
Author(s):  
Elisa Bisagno ◽  
Sergio Morra
Keyword(s):  
Number Line ◽  
Primary School Children ◽  
Traditional Teaching ◽  
Math Learning ◽  
Estimation Task ◽  
Mathematical Concepts ◽  
Number Line Estimation ◽  
End Of Grade ◽  
The Impact ◽  
Experimental Group

The Number Worlds (NW) program is based on Case’s theory of cognitive development and conceptual learning, and it promotes the learning of mathematical concepts through playful-manipulative activities and respecting children’s level of development. This five years-research is meant to develop an Italian adaptation of the program, compare it with traditional teaching, and determine the impact of working memory (WM) on math learning. 56 primary school children participated in the research. Since grade I, 13 pupils (controls) followed traditional teaching of math; 43 children worked with NW, 3 hours a week for 7 months. The pupils were assessed with two WM tests, the Number Knowledge Test (NKT), and the Number Line Estimation Task (NLET) at the beginning of Grade I and at the end of each Grade. At the end of Grade V, the AC-MT battery was also administered. The experimental group improved more than controls on the NKT and NLET from Grade I to IV. At the end of Grade V, both groups showed a «ceiling effect» in the NKT and NLET performance. However, a difference in favour of the experimental group was found in some AC-MT tasks. WM, together with the curriculum, was predictive of mathematics performance up to class IV.

Comparing Children’s Performance on and Preference for a Number-Line Estimation Task

2015 ◽  
Vol 34 (3) ◽  
pp. 244-255 ◽  
Author(s):  
Carley Piatt ◽  
Marian Coret ◽  
Michael Choi ◽  
Joanne Volden ◽  
Jeffrey Bisanz
Keyword(s):  
Number Line ◽  
Estimation Task ◽  
Number Line Estimation

scholarly journals Conceptual replication and extension of the relation between the number line estimation task and mathematical competence across seven studies

2021 ◽  
Vol 7 (3) ◽  
pp. 435-452 ◽  
Author(s):  
Alexa Ellis ◽  
María Inés Susperreguy ◽  
David J. Purpura ◽  
Pamela E. Davis-Kean
Keyword(s):  
Predictive Validity ◽  
Meta Analysis ◽  
Number Line ◽  
Future Research ◽  
Mathematical Competence ◽  
Developmental Progression ◽  
Number Line Estimation ◽  
The Stability ◽  
Diagnostic Importance ◽  
Poor Stability

A recent meta-analysis demonstrated the overall correlation between the number line estimation (NLE) task and children’s mathematical competence was r = .44 (positively recoded), and this relation increased with age. The goal of the current study was to conceptually replicate and extend these results by further synthesizing this correlation utilizing studies not present in the meta-analysis. Across seven studies, 954 participants, ranging from 3 to 11 years old (Age M = 6.02 years, SD = 1.57), the overall estimation-competence correlations were similar to those of the meta-analysis and ranged from r = −.40 to −.35. The current conceptual replication demonstrated that the meta-analysis captured a stable overall relation between performance on the NLE task and mathematical competence. However, the current study failed to replicate the same moderation of age group presented in the meta-analysis. Furthermore, the current study extended results by assessing the stability and predictive validity of the NLE task while controlling for covariates. Results suggested that the NLE task demonstrated poor stability and predictive validity in the seven samples present in this study. Thus, although concurrent relations replicated, the differential age moderation, lack of stability, and lack of predictive validity in these studies require a more nuanced approach to understanding the utility of the NLE task. Future research should focus on understanding the connection between children’s developmental progression and NLE measurement before further investigating the predictive and diagnostic importance of the task for broader mathematical competence.

scholarly journals How do different aspects of spatial skills relate to early arithmetic and number line estimation?

2017 ◽  
Vol 3 (2) ◽  
pp. 309-343 ◽  
Author(s):  
Véronique Cornu ◽  
Caroline Hornung ◽  
Christine Schiltz ◽  
Romain Martin
Keyword(s):  
Spatial Orientation ◽  
Verbal Working Memory ◽  
Number Line ◽  
Kindergarten Children ◽  
Hierarchical Regression ◽  
Spatial Skills ◽  
Estimation Task ◽  
Mathematical Development ◽  
Number Line Estimation

The present study investigated the predictive role of spatial skills for arithmetic and number line estimation in kindergarten children (N = 125). Spatial skills are known to be related to mathematical development, but due to the construct’s non-unitary nature, different aspects of spatial skills need to be differentiated. In the present study, a spatial orientation task, a spatial visualization task and visuo-motor integration task were administered to assess three different aspects of spatial skills. Furthermore, we assessed counting abilities, knowledge of Arabic numerals, quantitative knowledge, as well as verbal working memory and verbal intelligence in kindergarten. Four months later, the same children performed an arithmetic and a number line estimation task to evaluate how the abilities measured at Time 1 predicted early mathematics outcomes. Hierarchical regression analysis revealed that children’s performance in arithmetic was predicted by their performance on the spatial orientation and visuo-motor integration task, as well as their knowledge of the Arabic numerals. Performance in number line estimation was significantly predicted by the children’s spatial orientation performance. Our findings emphasize the role of spatial skills, notably spatial orientation, in mathematical development. The relation between spatial orientation and arithmetic was partially mediated by the number line estimation task. Our results further show that some aspects of spatial skills might be more predictive of mathematical development than others, underlining the importance to differentiate within the construct of spatial skills when it comes to understanding numerical development.

The relationship between number line estimation and arithmetic competencies depends on age, operation and skill

2013 ◽  
Author(s):  
Julia Bahnmueller ◽  
Stefan Huber ◽  
Korbinian Moeller ◽  
Hans-Christoph Nuerk
Keyword(s):  
Number Line ◽  
Number Line Estimation ◽  
The Relationship
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