Abstract
Many cross-sectional studies have shown that number line estimation is associated with other mathematical skills, but there has been limited longitudinal research. To systematically examine such associations longitudinally at the earliest stage of mathematical learning, the current study tested 40 Chinese preschoolers (mean age = 4.97 years, SD = 0.18) and followed them up 8 months later. For both waves of data collection, children were administered six tasks: number line estimation, dot counting, comparison of two dot arrays, comparison of triple dot arrays, symbolic number comparison, and simple addition. Results of two-wave cross-lagged panel analysis showed that (a) dot counting and non-symbolic numerical comparison at Time 1 had significant longitudinal associations with number line estimation at Time 2, (b) number line estimation had bidirectional associations with symbolic number comparison, and (c) number line estimation at Time 1 had a marginally significant longitudinal association with simple addition at Time 2. These results extend the small but accumulating literature on the longitudinal relations between number line estimation and other mathematical skills and specify the important role of number line estimation in the early development of mathematical skills.
Published Version
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