Number Line Estimation Predicts Mathematical Skills: Difference in Grades 2 and 4
Number Line Estimation Predicts Mathematical Skills: Difference in Grades 2 and 4
复制标题
数轴估计预测数学技能：二年级和四年级的差异
DOI：
10.3389/fpsyg.2017.01576
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发表时间：
2017-09
影响因子：
3.8
通讯作者：
Leung Ada W S
中科院分区：
文献类型：
--
作者：
Zhu Meixia;Cai Dan;Leung Ada W S
研究表明数轴估计对于学习很重要。然而，目前尚不清楚在控制年龄、非语言认知能力、注意力和工作记忆后，数轴估计是否可以预测不同年级的不同数学技能。本研究的目的是探讨数轴估计对二年级和四年级两种数学技能（计算流畅性和数学问题解决）的作用。对来自中国上海的 148 名儿童进行了数轴估计、非语言认知能力（非语言矩阵）、工作记忆（N-back）、注意力（表达性注意力）和数学技能（计算流畅性和数学问题解决）的评估。结果显示，二年级时，数轴估计与计算流畅性（r = -0.27，p < 0.05）和数学问题解决能力（r = -0.52，p < 0.01）显着相关。在四年级，数轴估计与数学问题解决显着相关（r = -0.38，p < 0.01），但与计算流畅性无关。回归分析表明，在二年级，在控制了年龄、非语言认知能力、注意力和工作记忆的影响后，数轴估计在数学问题解决（12.0%）和计算流畅性（4.0%）方面产生了独特的方差。在四年级，数轴估计解释了数学问题解决的独特差异（9.0%），但不影响计算流畅性。这些发现表明，数轴估计对于二年级和四年级儿童的数学问题解决以及二年级儿童的计算流畅性具有重要作用。我们的结论是，数轴估计可能是教师识别和提高儿童数学技能的有用指标。
Studies have shown that number line estimation is important for learning. However, it is yet unclear if number line estimation predicts different mathematical skills in different grades after controlling for age, non-verbal cognitive ability, attention, and working memory. The purpose of this study was to examine the role of number line estimation on two mathematical skills (calculation fluency and math problem-solving) in grade 2 and grade 4. One hundred and forty-eight children from Shanghai, China were assessed on measures of number line estimation, non-verbal cognitive ability (non-verbal matrices), working memory (N-back), attention (expressive attention), and mathematical skills (calculation fluency and math problem-solving). The results showed that in grade 2, number line estimation correlated significantly with calculation fluency (r = -0.27, p < 0.05) and math problem-solving (r = -0.52, p < 0.01). In grade 4, number line estimation correlated significantly with math problem-solving (r = -0.38, p < 0.01), but not with calculation fluency. Regression analyses indicated that in grade 2, number line estimation accounted for unique variance in math problem-solving (12.0%) and calculation fluency (4.0%) after controlling for the effects of age, non-verbal cognitive ability, attention, and working memory. In grade 4, number line estimation accounted for unique variance in math problem-solving (9.0%) but not in calculation fluency. These findings suggested that number line estimation had an important role in math problem-solving for both grades 2 and 4 children and in calculation fluency for grade 2 children. We concluded that number line estimation could be a useful indicator for teachers to identify and improve children’s mathematical skills.
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DOI：
10.4324/9780203998045.ch12
发表时间：
2004-12
期刊：
--
影响因子：
--
作者：
R. Siegler;Julie L. Booth
通讯作者：
R. Siegler;Julie L. Booth
影响因子：
1.7
作者：
Geary DC;Bailey DH;Hoard MK
通讯作者：
Hoard MK
影响因子：
4
作者：
Geary DC
通讯作者：
Geary DC
DOI：
10.1089/hyb.1986.5.57
发表时间：
2016
期刊：
--
影响因子：
--
作者：
Hanna Chemerys
通讯作者：
Hanna Chemerys
影响因子：
4.9
作者：
H. Swanson
通讯作者：
H. Swanson