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The relation between number line performance and mathematics outcomes: Two meta-analyses.

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Understanding number lines is key for math skills. Research shows number line performance predicts math success, especially with fractions, even after accounting for general cognitive ability.

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Area of Science:

  • Cognitive Psychology
  • Educational Psychology
  • Mathematics Education

Background:

  • Number line tasks are crucial for assessing mathematical development, particularly understanding numerical magnitudes.
  • Prior research indicates a strong link between number line performance and broader mathematics achievement.
  • The influence of general cognitive ability on this relationship has not been fully elucidated.

Purpose of the Study:

  • To meta-analytically examine the relationship between number line performance and mathematics achievement.
  • To investigate whether this relationship holds after controlling for general cognitive ability (IQ, working memory) and general math competence.
  • To determine the specific impact of whole number line understanding on fractions competence.

Main Methods:

  • Two meta-analyses were conducted.
  • The first meta-analysis synthesized 162 studies (33,101 participants) on number line performance and math achievement.
  • The second meta-analysis used structural equation modeling on 71 studies (14,543 participants) to control for general cognitive ability and math competence.

Main Results:

  • Significant positive correlations were found between number line performance (whole number and fractions) and overall mathematics performance (r = 0.33–0.41).
  • After controlling for general cognitive ability, the relationship between number line performance and general mathematics competence remained significant but reduced (β = 0.13).
  • Whole number line performance uniquely predicted fractions competence, independent of general cognitive ability, but not numeracy or computation skills.

Conclusions:

  • Number line performance is a significant predictor of mathematics achievement, even when general cognitive abilities are controlled.
  • Understanding whole number magnitudes on a number line appears particularly foundational for developing competence with fractions.
  • These findings underscore the importance of number line representations in early mathematics education.