The development of number line estimation in children at risk of mathematics learning difficulties: a longitudinal study

Carola Ruiz*, Saskia Kohnen, David Muñez, Rebecca Bull

*Corresponding author for this work

Research output: Contribution to journalArticlepeer-review

Abstract

Children with mathematics learning difficulties (MLD) show poorer performance on the number line task, but how performance on this task relates to other mathematical skills is unclear. This study examined the association between performance on the number line task and mathematical skills during the first 2 years of school for children at risk of MLD. Children (N = 100; Mage = 83.63 months) were assessed on four occasions on the number line task and other mathematical skills (math fluency, numerical operations, and mathematical reasoning). Estimation patterns were analyzed based on the representational shift and proportional judgment accounts separately. More consistent longitudinal trends and stronger evidence for differences in mathematical skills based on estimation patterns were found within the representational shift account. Latent growth curve models showed accuracy on the number line task as a predictor of growth in some mathematical skills assessed. We discuss impacts of methodological limitations on the study of estimation patterns.

Original languageEnglish
Article number105916
Pages (from-to)1-22
Number of pages22
JournalJournal of Experimental Child Psychology
Volume243
DOIs
Publication statusPublished - Jul 2024

Keywords

  • estimation patterns
  • magnitude representation
  • mathematical achievement
  • mathematics learning difficulties
  • number line
  • proportional reasoning

Fingerprint

Dive into the research topics of 'The development of number line estimation in children at risk of mathematics learning difficulties: a longitudinal study'. Together they form a unique fingerprint.

Cite this