Xu, C. orcid.org/0000-0002-6702-3958, Burr, S.D.L. orcid.org/0000-0001-6338-9621, Douglas, H. orcid.org/0000-0001-5806-3758 et al. (2 more authors) (2021) Number line development of Chilean children from preschool to the end of kindergarten. Journal of Experimental Child Psychology, 208. 105144. ISSN 0022-0965
Abstract
Children's performance on number line tasks reflects their developing number system knowledge. Before 5 years of age, most children perform poorly on even the simplest number lines (i.e., 0-10). Our goal was to understand how number line skills develop before formal schooling. Chilean preschoolers attempted a 0-10 number line task three times over 2 years: at the beginning of pre-kindergarten (M = 4:7 [years;months]; Time 1), at the end of pre-kindergarten (M = 5:0; Time 2), and at the end of kindergarten (M = 5:10; Time 3). We used latent class analysis to group children according to their patterns of performance across number targets. At Time 1, 86% of children had error patterns indicating that they randomly placed estimates on the line. At Time 2, 56% of children continued to respond randomly. At Time 3, 56% of children showed competent performance across the number line, 23% were accurate only near the endpoints, and 21% were accurate only for low target numbers near the origin. Latent transition analyses showed that the transition from less to more proficient estimation classes was predicted by children's number identification skills. Thus, number line performance changed dramatically from 4 to 6 years of age as children began to develop the cognitive and numerical skills necessary to accurately estimate numbers on a number line.
Metadata
Item Type: | Article |
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Authors/Creators: |
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Copyright, Publisher and Additional Information: | © 2021 Elsevier Inc. This is an author produced version of a paper subsequently published in Developmental Psychology. Uploaded in accordance with the publisher's self-archiving policy. Article available under the terms of the CC-BY-NC-ND licence (https://creativecommons.org/licenses/by-nc-nd/4.0/). |
Keywords: | Chile; Early numeracy; Latent class analysis; Mathematical cognition; Number line; Preschool children; Child; Child Development; Child, Preschool; Humans; Mathematics; Parent-Child Relations; Schools |
Dates: |
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Institution: | The University of Sheffield |
Academic Units: | The University of Sheffield > Faculty of Science (Sheffield) > Department of Psychology (Sheffield) |
Depositing User: | Symplectic Sheffield |
Date Deposited: | 07 Dec 2023 14:12 |
Last Modified: | 07 Dec 2023 14:12 |
Status: | Published |
Publisher: | Elsevier BV |
Refereed: | Yes |
Identification Number: | 10.1016/j.jecp.2021.105144 |
Related URLs: | |
Open Archives Initiative ID (OAI ID): | oai:eprints.whiterose.ac.uk:206220 |