Place-value understanding in number line estimation predicts future arithmetic performance.
Place-value understanding in number line estimation predicts future arithmetic performance.
复制标题
数轴估计中的位值理解可以预测未来的算术性能。
DOI：
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发表时间：
2016
影响因子：
2.3
通讯作者：
Ursula Fischer
中科院分区：
文献类型：
--
作者：
J. Dietrich;S. Huber;Tanja Dackermann;K. Moeller;Ursula Fischer
在多位数字中，每个数字的值由其在数字字符串中的位置确定。孩子们对这种位值结构的理解构成了后来算术技能的基石。我们考察了数字线条估计任务是否能对一年级学生的位值理解能力进行评估。我们假设，估计两位数的位置需要理解位值。因此，我们将线性函数应用于儿童对两位数的估计，并将由此产生的斜率视为儿童对位值理解的衡量标准。我们观察到这个斜率与儿童在转码任务中的表现之间存在显著的相关性，这项任务需要理解地点值。此外，一年级开始时评估的两位数斜率预测了一年级结束时儿童的算术成绩。这些结果表明，数字线估计任务确实可以构成一年级儿童位值理解的有效测量。此外，这些发现很难与数字直线估计直接评估数字的空间表征的观点相一致。相反，我们的结果表明，执行任务所涉及的数字过程(如位值理解)可能会推动数字线估计和算术成绩之间的联系。
In multi-digit numbers, the value of each digit is determined by its position within the digit string. Children's understanding of this place-value structure constitutes a building block for later arithmetic skills. We investigated whether a number line estimation task can provide an assessment of place-value understanding in first grade. We hypothesized that estimating the position of two-digit numbers requires place-value understanding. Therefore, we fitted a linear function to children's estimates of two-digit numbers and considered the resulting slope as a measure of children's place-value understanding. We observed a significant correlation between this slope and children's performance in a transcoding task known to require place-value understanding. Additionally, the slope for two-digit numbers assessed at the beginning of grade 1 predicted children's arithmetic performance at the end of grade 1. These results indicate that the number line estimation task may indeed constitute a valid measure for first-graders' place-value understanding. Moreover, these findings are hard to reconcile with the view that number line estimation directly assesses a spatial representation of numbers. Instead, our results suggest that numerical processes involved in performing the task (such as place-value understanding) may drive the association between number line estimation and arithmetic performance.
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DOI：
10.1007/s11618-014-0533-2
发表时间：
2014
期刊：
Zeitschrift für Erziehungswissenschaft
影响因子：
--
作者：
Schwarz;Fischer;Moeller
通讯作者：
Moeller
影响因子：
4
作者：
Booth, JL;Siegler, RS
通讯作者：
Siegler, RS
影响因子：
4.6
作者：
Booth, Julie L.;Siegler, Robert S.
通讯作者：
Siegler, Robert S.
影响因子：
4.6
作者：
Siegler, RS;Booth, JL
通讯作者：
Booth, JL
影响因子：
1.7
作者：
Link, Tanja;Nuerk, Hans-Christoph;Moeller, Korbinian
通讯作者：
Moeller, Korbinian