Abstract
Studies have shown that number line estimation is important for learning. However, it is yet unclear if number line estimation predicts different mathematical skills in different grades after controlling for age, non-verbal cognitive ability, attention, and working memory. The purpose of this study was to examine the role of number line estimation on two mathematical skills (calculation fluency and math problem-solving) in grade 2 and grade 4. One hundred and forty-eight children from Shanghai, China were assessed on measures of number line estimation, non-verbal cognitive ability (non-verbal matrices), working memory (N-back), attention (expressive attention), and mathematical skills (calculation fluency and math problem-solving). The results showed that in grade 2, number line estimation correlated significantly with calculation fluency (r = -0.27, p < 0.05) and math problem-solving (r = -0.52, p < 0.01). In grade 4, number line estimation correlated significantly with math problem-solving (r = -0.38, p < 0.01), but not with calculation fluency. Regression analyses indicated that in grade 2, number line estimation accounted for unique variance in math problem-solving (12.0%) and calculation fluency (4.0%) after controlling for the effects of age, non-verbal cognitive ability, attention, and working memory. In grade 4, number line estimation accounted for unique variance in math problem-solving (9.0%) but not in calculation fluency. These findings suggested that number line estimation had an important role in math problem-solving for both grades 2 and 4 children and in calculation fluency for grade 2 children. We concluded that number line estimation could be a useful indicator for teachers to identify and improve children’s mathematical skills.
Highlights
The regression analyses indicated that in grade 2, number line estimation accounted for unique variance in math problem-solving (12.0%) and calculation fluency (4.0%) after controlling for age, non-verbal matrices, attention, and working memory
In grade 4, number line estimation accounted for unique variance in math problem-solving (9.0%) but not in calculation fluency after controlling for age, non-verbal matrices, attention, and working memory
The primary goal of this study was to examine the role of number line estimation on two mathematical skills in children from grade 2 and grade 4
Summary
Mathematical competence comprises a wide variety of different cognitive processes such as working memory (Fuchs et al, 2010a,b; Swanson, 2011; Traff, 2013), attention (Kercood et al, 2004; Anobile et al, 2013; Mahmoudi et al, 2015), and estimation skills (Siegler and Booth, 2004; Booth and Siegler, 2006, 2008; Halberda et al, 2008; Schneider et al, 2009; Cohen and Sarnecka, 2014). Booth and Siegler (2006) have shown that number line estimation correlates positively with math achievement from kindergarten to third grade Their results indicated that children making smaller number line estimation errors had higher math achievement test scores. Many researches have suggested that number line estimation is an important predictor of the development of mathematical ability in young children (Siegler and Booth, 2004; Booth and Siegler, 2006; Halberda et al, 2008; Schneider et al, 2009; Cohen and Sarnecka, 2014). Booth and Siegler (2006) have reported that all types of estimation skills are positively related to math achievements
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