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Williams, Katherine; Zax, Alexandra; Patalano, Andrea L.; Barth, Hilary – Journal of Cognition and Development, 2022
Number line estimation (NLE) tasks are widely used to investigate numerical cognition, learning, and development, and as an instructional tool. Interpretation of these tasks generally involves an implicit expectation that responses are driven by the overall magnitudes of target numerals, in the sense that the particular digits conveying those…
Descriptors: Number Concepts, Computation, Young Children, Adults
Deogratias, Emmanuel – International Journal of Curriculum and Instruction, 2022
This qualitative case study aims to address the ways that pre-service mathematics teachers (PSTs) used a rope in a daylong research meeting for cognitive development of children's understanding of counting numbers in Tanzanian elementary schools. Three university mathematics pre-service teachers volunteered participating in this study. Collective…
Descriptors: Foreign Countries, Preservice Teachers, Cognitive Development, Child Development
Kim, Dan; Opfer, John E. – Grantee Submission, 2018
Young children's estimates of numerical magnitude increase approximately logarithmically with actual magnitude. The conventional interpretation of this finding is that children's estimates reflect an innate logarithmic encoding of number. A recent set of findings, however, suggests that logarithmic number-line estimates emerge via a dynamic…
Descriptors: Cognitive Development, Number Concepts, Concept Mapping, Numeracy