A longitudinal analysis of estimation, counting skills, and mathematical ability across the first school year.
A longitudinal analysis of estimation, counting skills, and mathematical ability across the first school year.
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DOI：
10.1037/a0028240
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发表时间：
2013-02
影响因子：
4
通讯作者：
K. Muldoon;J. Towse;V. Simms;O. Perra;V. Menzies
中科院分区：
文献类型：
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作者：
K. Muldoon;J. Towse;V. Simms;O. Perra;V. Menzies
为了回应儿童对数字的心理表征的质量（特别是线性）对数字发展的限制，我们对数线估计、计数和数学能力之间的关系进行了纵向评估。99名5岁儿童每隔3个月接受4次测试。这三种能力之间的相关性是显而易见的，但是，尽管儿童的估计质量随着时间的推移而变化，并且在数学任务中的表现在同一时期有所提高，但其中一种能力的变化与另一种能力的变化并不相关。与之前的说法相反，数字表示的线性可能是儿童数学发展的独特因素，数据表明，这一变量的影响并不明显优于简单的程序性数字技能。我们认为，早期算术的成功和估计技能都与计数能力的发展密切相关。
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.