Ulster University Logo

A Longitudinal Analysis of Estimation, Counting Skills, and Mathematical Ability Across the First School Year

Muldoon, Kevin, Towse, John, Simms, Victoria, Perra, Oliver and Menzies, Victoria (2012) A Longitudinal Analysis of Estimation, Counting Skills, and Mathematical Ability Across the First School Year. Developmental Psychology, 49 (2). pp. 250-258. [Journal article]

[img]
Preview
PDF - Published Version
367kB

Abstract

In response to claims that the quality (and in particular linearity) of children’s mental representation of number acts as a constraint on number development, we carried out a longitudinal assessment of the relationships between number line estimation, counting, and mathematical abilities. Ninety-nine 5-year olds were tested on 4 occasions at 3 monthly intervals. Correlations between the 3 types of ability were evident, but while the quality of children’s estimations changed over time and performance on the mathematical tasks improved over the same period, changes in one were not associated with changes in the other. In contrast to the earlier claims that the linearity of number representation is potentially a unique contributor to children’s mathematical development, the data suggest that this variable is not significantly privileged in its impact over and above simple procedural number skills. We propose that both early arithmetic success and estimating skill are bound closely to developments in counting ability.

Item Type:Journal article
Faculties and Schools:Faculty of Life and Health Sciences
Faculty of Life and Health Sciences > School of Psychology
Research Institutes and Groups:Psychology Research Institute > Peace, Conflict and Equality
Psychology Research Institute
ID Code:26127
Deposited By: Dr Victoria Simms
Deposited On:27 May 2013 10:37
Last Modified:17 Oct 2017 16:09

Repository Staff Only: item control page