Development of children's number line estimation in primary school: Regional and curricular influences

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dc.catalogadorgrr
dc.contributor.authorXu, Chang
dc.contributor.authorBurr, Sabrina Di Lonardo
dc.contributor.authorLeFevre, Jo-Anne
dc.contributor.authorSkwarchuk, Sheri-Lynn
dc.contributor.authorOsana, Helena P.
dc.contributor.authorMaloney, Erin A.
dc.contributor.authorWylie, Judith
dc.contributor.authorSimms, Victoria
dc.contributor.authorSusperreguy Jorquera, Maria Inés
dc.contributor.authorDouglas, Heather
dc.contributor.authorLafay, Anne
dc.date.accessioned2024-07-22T21:16:37Z
dc.date.available2024-07-22T21:16:37Z
dc.date.issued2023
dc.description.abstractIs the development of number line estimation (NLE) similar across regions? Data from Canada (Quebec, n = 67, Mage = 7.9 years; Manitoba, n = 177, Mage = 7.8 years), Chile (n = 81, Mage = 7.9 years), and Northern Ireland (n = 171, Mage = 7.3 years) were analyzed. Twice, approxi-mately one year apart, students completed a 0-1000 NLE task and other mathematical tasks. Using latent profile analysis, students' estimates were classified as belonging to either a uniform or variable profile. At Time 1, estimation accuracy differed across regions, but at Time 2, patterns of performance were similar. Regional variations in improvements were related to curricular de-mands. Moreover, mini meta-analyses of the associations between NLE and other mathematical tasks revealed medium effect sizes. Overall, the NLE task can provide insights into concurrent and longitudinal mathematics achievement, but educational experiences should be considered when comparing performance across regions.
dc.fechaingreso.objetodigital2024-07-22
dc.fuente.origenWOS
dc.identifier.doi10.1016/j.cogdev.2023.101355
dc.identifier.eissn1879-226X
dc.identifier.issn0885-2014
dc.identifier.scopusidSCOPUS_ID:2-s2.0-85162223187
dc.identifier.urihttps://doi.org/10.1016/j.cogdev.2023.101355
dc.identifier.urihttps://repositorio.uc.cl/handle/11534/87207
dc.identifier.wosidWOS:001034322400001
dc.information.autorucFacultad de Educación; Susperreguy Jorquera, Maria Inés; 0000-0001-5584-2692; 151479
dc.language.isoen
dc.nota.accesocontenido completo
dc.publisherElsevier Science Inc.
dc.revistaCognitive Development
dc.rightsacceso abierto
dc.rights.licenseCC BY 4.0 ATTRIBUTION 4.0 INTERNATIONAL
dc.rights.urihttps://creativecommons.org/licenses/by/4.0/
dc.subjectNumber line estimation
dc.subjectMathematics
dc.subjectStudents
dc.subjectPrimary school children
dc.subject.ods04 Quality Education
dc.subject.ods17 Partnerships for the goals
dc.subject.odspa04 Educación y calidad
dc.subject.odspa17 Alianzas para lograr los objetivos
dc.titleDevelopment of children's number line estimation in primary school: Regional and curricular influences
dc.typeartículo
dc.volumen67
sipa.codpersvinculados151479
sipa.indexWOS
sipa.indexSCOPUS
sipa.trazabilidadWOS;2023-08-15
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