Number Representations Drive Number-Line Estimates

被引:22
作者
Yuan, Lei [1 ]
Prather, Richard [2 ]
Mix, Kelly S. [2 ]
Smith, Linda B. [1 ,3 ]
机构
[1] Indiana Univ, Bloomington, IN 47405 USA
[2] Univ Maryland, College Pk, MD 20742 USA
[3] Univ East Anglia, Norwich, Norfolk, England
关键词
NUMERICAL ESTIMATION; ESTIMATION STRATEGIES; CHILDREN; KNOWLEDGE; PERFORMANCE; LOCATION; THINKING;
D O I
10.1111/cdev.13333
中图分类号
G44 [教育心理学];
学科分类号
0402 ; 040202 ;
摘要
The number-line task has been extensively used to study the mental representation of numbers in children. However, studies suggest that proportional reasoning provides a better account of children's performance. Ninety 4- to 6-year-olds were given a number-line task with symbolic numbers, with clustered dot arrays that resembled a perceptual scaling task, or with spread-out dot arrays that involved numerical estimation. Children performed well with clustered dot arrays, but poorly with symbolic numbers and spread-out dot arrays. Performances with symbolic numbers and spread-out dot arrays were highly correlated and were related to counting skill; neither was true for clustered dot arrays. Overall, results provide evidence for the role of mental representation of numbers in the symbolic number-line task.
引用
收藏
页码:E952 / E967
页数:16
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