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Direct linkSchneider, Michael; Merz, Simon; Stricker, Johannes; De Smedt, Bert; Torbeyns, Joke; Verschaffel, Lieven; Luwel, Koen – Child Development, 2018
The number line estimation task is widely used to investigate mathematical learning and development. The present meta-analysis statistically synthesized the extensive evidence on the correlation between number line estimation and broader mathematical competence. Averaged over 263 effect sizes with 10,576 participants with sample mean ages from 4…
Descriptors: Number Concepts, Numbers, Mathematics Instruction, Children
Vukovic, Rose K.; Fuchs, Lynn S.; Geary, David C.; Jordan, Nancy C.; Gersten, Russell; Siegler, Robert S. – Child Development, 2014
Longitudinal associations of domain-general and numerical competencies with individual differences in children's understanding of fractions were investigated. Children (n = 163) were assessed at 6 years of age on domain-general (nonverbal reasoning, language, attentive behavior, executive control, visual-spatial memory) and numerical (number…
Descriptors: Children, Individual Differences, Mathematics, Arithmetic
Peer reviewedRuble, Diane N.; Flett, Gordon L. – Child Development, 1988
Examines developmental changes in the resolution of conflicting goals involved in self-evaluation among children entering second, fourth, and sixth grades who represent high, medium, and low ability levels in arithmetic. Results are discussed in terms of strategies for balancing self-assessment with self-enhancement needs. (Author/RWB)
Descriptors: Ability Identification, Age Differences, Arithmetic, Child Development
