ERIC Number: EJ778838
Record Type: Journal
Publication Date: 2007
Is 27 a Big Number? Correlational and Causal Connections among Numerical Categorization, Number Line Estimation, and Numerical Magnitude Comparison
Laski, Elida V.; Siegler, Robert S.
Child Development, v78 n6 p1723-1743 Nov-Dec 2007
This study examined the generality of the logarithmic to linear transition in children's representations of numerical magnitudes and the role of subjective categorization of numbers in the acquisition of more advanced understanding. Experiment 1 (49 girls and 41 boys, ages 5-8 years) suggested parallel transitions from kindergarten to second grade in the representations used to perform number line estimation, numerical categorization, and numerical magnitude comparison tasks. Individual differences within each grade in proficiency for the three tasks were strongly related. Experiment 2 (27 girls and 13 boys, ages 5-6 years) replicated results from Experiment 1 and demonstrated a causal role of changes in categorization in eliciting changes in number line estimation. Reasons were proposed for the parallel developmental changes across tasks, the consistent individual differences, and the relation between improved categorization of numbers and increasingly linear representations. [This research was partially supported by Graduate Training Grant R305B040063.]
Descriptors: Females, Individual Differences, Classification, Elementary Education, Males, Correlation, Child Development, Number Concepts, Concept Formation, Influences, Experiments, Cognitive Development, Mathematics Education, Elementary School Mathematics, Mathematics Skills
Blackwell Publishing. 350 Main Street, Malden, MA 02148. Tel: 800-835-6770; Tel: 781-388-8599; Fax: 781-388-8232; e-mail: firstname.lastname@example.org; Web site: http://www.blackwellpublishing.com/jnl_default.asp
Publication Type: Journal Articles; Reports - Research
Education Level: Early Childhood Education; Elementary Education; Elementary Secondary Education
Sponsor: National Institutes of Health (DHEW), Bethesda, MD.; Department of Education, Washington, DC.
Authoring Institution: N/A
IES Funded: Yes