Dataciencia

Colección SciELO Chile

Development of children's number line estimation in primary school: Regional and curricular influences

Indexado

WoS	WOS:001034322400001
Scopus	SCOPUS_ID:85162223187

DOI

10.1016/J.COGDEV.2023.101355

Año

2023

Tipo

artículo de investigación

Citas Totales

Autores Afiliación Chile

Instituciones Chile

% Participación
Internacional

Autores
Afiliación Extranjera

Instituciones
Extranjeras

Abstract

Is the development of number line estimation (NLE) similar across regions? Data from Canada (Quebec, n = 67, Mage = 7.9 years; Manitoba, n = 177, Mage = 7.8 years), Chile (n = 81, Mage = 7.9 years), and Northern Ireland (n = 171, Mage = 7.3 years) were analyzed. Twice, approximately one year apart, students completed a 0–1000 NLE task and other mathematical tasks. Using latent profile analysis, students’ estimates were classified as belonging to either a uniform or variable profile. At Time 1, estimation accuracy differed across regions, but at Time 2, patterns of performance were similar. Regional variations in improvements were related to curricular demands. Moreover, mini meta-analyses of the associations between NLE and other mathematical tasks revealed medium effect sizes. Overall, the NLE task can provide insights into concurrent and longitudinal mathematics achievement, but educational experiences should be considered when comparing performance across regions.

Revista

Revista	ISSN
Cognitive Development	0885-2014

Métricas Externas

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Disciplinas de Investigación

WOS
Psychology, Experimental
Psychology, Developmental
Psychology, Development

Scopus
Developmental And Educational Psychology
Experimental And Cognitive Psychology

SciELO
Sin Disciplinas

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Publicaciones WoS (Ediciones: ISSHP, ISTP, AHCI, SSCI, SCI), Scopus, SciELO Chile.

Colaboración Institucional

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Autores - Afiliación

Ord.	Autor	Género	Institución - País
1	Xu, Chang	-	Queen's University Belfast - Reino Unido Carleton University - Canadá Queens Univ Belfast - Reino Unido CARLETON UNIV - Canadá
2	Burr, Sabrina Di Lonardo	Mujer	The University of British Columbia - Canadá UNIV BRITISH COLUMBIA - Canadá
3	LeFevre, Jo-Anne	-	Carleton University - Canadá CARLETON UNIV - Canadá
4	Skwarchuk, Sheri Lynn	Mujer	The University of Winnipeg - Canadá Univ Winnipeg - Canadá
5	Osana, Helena P.	Mujer	Concordia University - Canadá Concordia Univ - Canadá
6	Maloney, Erin A.	Mujer	Université d'Ottawa, Faculté des Sciences Sociales - Canadá Univ Ottawa - Canadá
7	Wylie, Judith	Mujer	Queen's University Belfast - Reino Unido Queens Univ Belfast - Reino Unido
8	Simms, Victoria	Mujer	Ulster University - Reino Unido Ulster Univ - Reino Unido
9	SUSPERREGUY-JORQUERA, MARIA INES	Mujer	Pontificia Universidad Católica de Chile - Chile Núcleo Milenio para el Estudio del Desarrollo de las Habilidades Matemáticas Tempranas - Chile Millennium Nucleus for the Study of the Development of Early Math Skills (MEMAT) - Chile
10	Douglas, Heather	Mujer	Carleton University - Canadá CARLETON UNIV - Canadá
11	Lafay, Anne	Mujer	Université Savoie Mont Blanc - Francia Univ Savoie Mont Blanc - Francia

Muestra la afiliación y género (detectado) para los co-autores de la publicación.

Financiamiento

Fuente
CONICYT FONDECYT
Fondo Nacional de Desarrollo Científico y Tecnológico
Social Sciences and Humanities Research Council of Canada
Social Sciences and Humanities Research Council (SSHRC) of Canada
Chilean National Fund for Scientific and Technology Development
BA/Leverhulme
BA/Leverhulme Small Research Grant
Chilean National Fund for Scientific and Technology Development (ANID/CONICYT FONDECYT)

Muestra la fuente de financiamiento declarada en la publicación.

Agradecimientos

Agradecimiento
Support for project was provided by the Social Sciences and Humanities Research Council ( SSHRC ) of Canada through an Insight Grant 435-2018-1463 to Jo-Anne LeFevre, Erin A. Maloney, Helena P. Osana, and Sheri-Lynn Skwarchuk, by the Chilean National Fund for Scientific and Technology Development (ANID/CONICYT FONDECYT) through Grant FONDECYT 1180675 and ANID – MILENIO – NCS2021_014 to María Inés Susperreguy, and by BA/Leverhulme Small Research Grant SG170445 to Judith Wylie and Victoria Simms. We would like to thank all of the participating schools, school divisions, children, and research assistants for their invaluable contributions to this research.
Support for project was provided by the Social Sciences and Humanities Research Council (SSHRC) of Canada through an Insight Grant 435-2018-1463 to Jo-Anne LeFevre, Erin A. Maloney, Helena P. Osana, and Sheri-Lynn Skwarchuk, by the Chilean National Fund for Scientific and Technology Development (ANID/CONICYT FONDECYT) through Grant FONDECYT 1180675 and ANID - MILENIO - NCS2021_014 to Maria Ines Susperreguy, and by BA/Leverhulme Small Research Grant SG170445 to Judith Wylie and Victoria Simms. We would like to thank all of the participating schools, school divisions, children, and research assistants for their invaluable contributions to this research.

Agradecimiento

Support for project was provided by the Social Sciences and Humanities Research Council ( SSHRC ) of Canada through an Insight Grant 435-2018-1463 to Jo-Anne LeFevre, Erin A. Maloney, Helena P. Osana, and Sheri-Lynn Skwarchuk, by the Chilean National Fund for Scientific and Technology Development (ANID/CONICYT FONDECYT) through Grant FONDECYT 1180675 and ANID – MILENIO – NCS2021_014 to María Inés Susperreguy, and by BA/Leverhulme Small Research Grant SG170445 to Judith Wylie and Victoria Simms. We would like to thank all of the participating schools, school divisions, children, and research assistants for their invaluable contributions to this research.

Support for project was provided by the Social Sciences and Humanities Research Council (SSHRC) of Canada through an Insight Grant 435-2018-1463 to Jo-Anne LeFevre, Erin A. Maloney, Helena P. Osana, and Sheri-Lynn Skwarchuk, by the Chilean National Fund for Scientific and Technology Development (ANID/CONICYT FONDECYT) through Grant FONDECYT 1180675 and ANID - MILENIO - NCS2021_014 to Maria Ines Susperreguy, and by BA/Leverhulme Small Research Grant SG170445 to Judith Wylie and Victoria Simms. We would like to thank all of the participating schools, school divisions, children, and research assistants for their invaluable contributions to this research.