A validation of eye movements as a measure of elementary school children's developing number sense

被引：3

作者：

Schneider, Michael ^{[1
]}

Heine, Angela ^{[2
]}

Thaler, Verena ^{[2
]}

Torbeyns, Joke ^{[3
]}

De Smedt, Bert ^{[4
]}

Verschaffel, Lieven ^{[3
]}

Jacobs, Arthur M. ^{[2
]}

Stern, Elsbeth ^{[1
]}

机构：

[1] ETH, Inst Behav Sci, CH-8092 Zurich, Switzerland

[2] Free Univ Berlin, Dept Psychol, D-1000 Berlin, Germany

[3] Katholieke Univ Leuven, Ctr Instruct Psychol & Technol, Louvain, Belgium

[4] Katholieke Univ Leuven, Ctr Parenting Child Welf & Disabil, Louvain, Belgium

来源：

COGNITIVE DEVELOPMENT | 2008年 / 23卷 / 03期

关键词：

Number sense; Eye-tracking; Number line estimation; Mental addition; Mathematical development;

D O I：

暂无

中图分类号：

B844 [发展心理学（人类心理学）];

学科分类号：

040202 ;

摘要：

The number line estimation task captures central aspects of children's developing number sense, that is, their intuitions for numbers and their interrelations. Previous research used children's answer patterns and verbal reports as evidence of how they solve this task. In the present Study we investigated to what extent eye movements recorded during task Solution reflect children's use of the number line. By means of a cross-sectional design with 66 children from Grades 1, 2, and 3, we show that eye-tracking data (a) reflect grade-related increase in estimation competence, (b) are correlated with the accuracy of manual answers, (c) relate, in Grade 2, to children's addition competence, (d) are systematically distributed over the number line, and (e) replicate previous findings concerning children's use Of Counting strategies and orientation-point strategies. These findings demonstrate the validity and utility of eye-tracking data for investigating children's developing number sense and estimation competence. (C) 2008 Elsevier Inc. All rights reserved.

引用

页码：409 / 422

页数：14

共 35 条

[1] Making sense of number sense: Implications for children with mathematical disabilities [J].