A longitudinal analysis of estimation, counting skills, and mathematical ability across the first school year

Kevin Muldoon, John Towse, Victoria Simms, Oliver Perra, Victoria Menzies

Research output: Contribution to journalArticle

34 Citations (Scopus)

Abstract

In response to claims that the quality (and in particular linearity) of children's mental representation of number acts as a constraint on number development, we carried out a longitudinal assessment of the relationships between number line estimation, counting, and mathematical abilities. Ninety-nine 5-year-olds were tested on 4 occasions at 3 monthly intervals. Correlations between the 3 types of ability were evident, but while the quality of children's estimations changed over time and performance on the mathematical tasks improved over the same period, changes in one were not associated with changes in the other. In contrast to the earlier claims that the linearity of number representation is potentially a unique contributor to children's mathematical development, the data suggest that this variable is not significantly privileged in its impact over and above simple procedural number skills. We propose that both early arithmetic success and estimating skill are bound closely to developments in counting ability.
Original languageEnglish
Pages (from-to)250-7
Number of pages8
JournalDevelopmental Psychology
Volume49
Issue number2
Early online date16 Apr 2012
DOIs
Publication statusPublished - Feb 2013

ASJC Scopus subject areas

  • Developmental and Educational Psychology
  • Life-span and Life-course Studies
  • Demography

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