ERIC Number: ED400977
Record Type: Non-Journal
Publication Date: 1996
Reference Count: N/A
On the Relation between Seriation and Number Line Comprehension: A Validation Study.
Tomic, Welko; Kingma, Johannes
Seriation refers to the process of ordering objects along single or multiple magnitude dimensions such as length, weight, and color. The ability to order objects in terms of some attribute is essential for the child's understanding of the properties of numbers. This study investigated the effect on seriation performance of increasing both the salient features of the relevant dimension of a seriation task and the number of objects in the series, as well as the predictive value of seriation tasks on number line comprehension. The subjects were 310 children from preschool, kindergarten, and grades 1 and 2. Sixteen seriation tasks were administered along with number line comprehension tasks. The results indicated that 10 to 37 percent of the preschoolers and young kindergarten students were able to construct a correct series of tasks with 6 objects in which the relevant feature was made more salient. A sharp decrease in the seriation performance was observed for these children when the number of objects in the same seriation tasks was increased from 6 to 10. The majority of the children solved the seriation tasks with 6 objects and salient dimensions perfectly. The increase in the number of objects from 6 to 10 produced a decrease in seriation performance varying between 4 and 25 percent. In primary grade 2, all the children were able to perform the different types of seriation tasks correctly. Stepwise multiple regression analyses revealed that a selection of 6 seriation tasks (3 with 6 objects and 3 with 10 objects) predicted a multiple R = .86 for performance on the number line comprehension tasks. Adding salient features to the seriation as well as varying the number of objects provided a set of tasks suitable for investigating the development of seriation in preschoolers and kindergarten students. (Contains 26 references.) (KDFB)
Publication Type: Reports - Research
Education Level: N/A
Sponsor: Open Univ., Heerlen (Netherlands).
Authoring Institution: N/A