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The Relationship between Children's Familiarity with Numbers and Their Performance in Bounded and Unbounded Number Line Estimations
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Ebersbach, Mirjam; Luwel, Koen; Verschaffel, Lieven – Mathematical Thinking and Learning: An International Journal, 2015
Children's estimation skills on a bounded and unbounded number line task were assessed in the light of their familiarity with numbers. Kindergartners, first graders, and second graders (N = 120) estimated the position of numbers on a 1--100 number line, marked with either two reference points (i.e., 1 and 10: unbounded condition) or three…
Descriptors: Mathematics Skills, Mathematics Instruction, Familiarity, Numeracy
The Relationship between the Shape of the Mental Number Line and Familiarity with Numbers in 5- to 9-Year Old Children: Evidence for a Segmented Linear Model
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Ebersbach, Mirjam; Luwel, Koen; Frick, Andrea; Onghena, Patrick; Verschaffel, Lieven – Journal of Experimental Child Psychology, 2008
This experiment aimed to expand previous findings on the development of mental number representation. We tested the hypothesis that children's familiarity with numbers is directly reflected by the shape of their mental number line. This mental number line was expected to be linear as long as numbers lay within the range of numbers children were…
Descriptors: Familiarity, Numbers, Computation, Children