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Related Experiment Video

Updated: May 29, 2026

Multimedia Battery for Assessment of Cognitive and Basic Skills in Mathematics (BM-PROMA)

Multimedia Battery for Assessment of Cognitive and Basic Skills in Mathematics (BM-PROMA)

Published on: August 28, 2021

Cognitive processes of numerical estimation in children.

Mark H Ashcraft¹, Alex M Moore

¹Department of Psychology, University of Nevada, Las Vegas, NV 89154, USA. mark.ashcraft@unlv.edu

Journal of Experimental Child Psychology

|September 23, 2011

Summary

Children

Area of Science:

Cognitive Psychology
Developmental Psychology
Educational Psychology

Background:

Number line estimation is crucial for mathematical development.
Understanding the cognitive processes underlying estimation is key to improving math education.

Purpose of the Study:

To investigate the developmental trajectory of number line estimation in children and college students.
To compare logarithmic-to-linear shift and power function models in explaining estimation development.
To identify novel patterns in estimation errors and latencies.

Main Methods:

Participants from Grades 1-5 and college students completed a number line estimation task.
Analysis of estimation errors and response latencies.
Modeling of developmental trends using logarithmic-to-linear shift and power function models.

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Main Results:

Developmental trends align more with a logarithmic-to-linear representation shift than a power function model.
An "M-shaped" pattern in errors and latencies emerged in third and fourth graders, suggesting a midpoint strategy.
Linear responding strength correlated with standardized math test performance.

Conclusions:

Number line estimation development is characterized by a shift towards linear representation.
A midpoint strategy emerges as children develop number knowledge.
Estimation strategies and mathematical ability are interconnected.