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Developmental change in number line estimation: A strategy-based perspective.

Koen Luwel1, Dominique Peeters2, Lieven Verschaffel2

  • 1Centre for Educational Research and Development.

Canadian Journal of Experimental Psychology = Revue Canadienne De Psychologie Experimentale
|May 7, 2019
PubMed
Summary
This summary is machine-generated.

Fifth graders use more advanced benchmark strategies for number line estimation than third graders. Improved strategy use in children is linked to better math skills and estimation performance.

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Area of Science:

  • Cognitive Development
  • Educational Psychology

Background:

  • Children's number line estimation skills develop over time.
  • Strategy use is crucial for accurate estimation.

Purpose of the Study:

  • To examine developmental changes in children's benchmark strategy use in number line estimation.
  • To investigate the relationship between strategy use, mathematics achievement, and estimation performance.

Main Methods:

  • Third and fifth graders estimated numbers on a 0-1,000 number line.
  • Participants were assigned to control, midpoint, or quartile benchmark conditions.
  • Verbal strategy reports were collected trial-by-trial.

Main Results:

  • Fifth graders more frequently used quartile-based strategies than third graders.
  • Strategy use variety and frequency correlated positively with math achievement and performance.
  • Older children showed more sophisticated benchmark strategy application.

Conclusions:

  • Developmental improvements in number line estimation are partly due to refined benchmark strategy use.
  • Providing benchmarks aids strategy development in children's numerical cognition.
  • Educational interventions can enhance number line estimation through strategy training.