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Numerical landmarks are useful--except when they're not.

Robert S Siegler1, Clarissa A Thompson2

  • 1Department of Psychology, Carnegie Mellon University, 331 D Baker Hall, 5000 Forbes Ave., Pittsburgh, PA 15213, USA; Siegler Center for Innovative Learning, Beijing Normal University, Beijing 100875, China.

Journal of Experimental Child Psychology
|January 3, 2014
PubMed
Summary
This summary is machine-generated.

Landmarks on number lines can help children’s number sense, but some can harm it. The study found landmark effects on fraction tasks, comparisons, and math achievement, influencing strategies.

Keywords:
EncodingEstimationFractionsLandmarksNumerical magnitudesVerbal reports

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Area of Science:

  • Cognitive Psychology
  • Educational Psychology
  • Mathematics Education

Background:

  • Number line representations are crucial for developing number sense in children.
  • Landmarks, like hash marks and decimals, are often used to aid number line understanding.
  • The efficacy of specific landmarks for common fractions (N/M) remains under investigation.

Purpose of the Study:

  • To investigate the impact of number line landmarks on children's understanding of common fractions.
  • To determine whether landmark effects extend beyond the number line task itself.
  • To explore the relationship between landmark use, cognitive strategies, and overall mathematics achievement.

Main Methods:

  • Conducted four experiments involving number line tasks with various landmarks.
  • Assessed children's representations of common fractions (N/M).
  • Administered subsequent magnitude comparison tasks and correlated results with standardized mathematics achievement tests.

Main Results:

  • Some landmarks demonstrated beneficial effects on fraction representation and magnitude comparison.
  • Other landmarks exhibited detrimental effects, hindering number sense development.
  • Landmark effects were observed across different tasks and correlated with mathematics achievement.

Conclusions:

  • The impact of number line landmarks on children's number sense is complex and task-dependent.
  • Landmarks influence cognitive encodings and strategies, mediating their effects.
  • Careful selection of landmarks is essential for effective mathematics education and number sense development.