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Number line development of Chilean children from preschool to the end of kindergarten.
Xu, Chang; Burr, Sabrina Di Lonardo; Douglas, Heather; Susperreguy, María Inés; LeFevre, Jo-Anne.
Afiliação
  • Xu C; Department of Psychology, Carleton University, Ottawa, Ontario K1S 5B6, Canada. Electronic address: chang_xu@carleton.ca.
  • Burr SDL; Department of Cognitive Science, Carleton University, Ottawa, Ontario K1S 5B6, Canada.
  • Douglas H; Department of Cognitive Science, Carleton University, Ottawa, Ontario K1S 5B6, Canada.
  • Susperreguy MI; Faculty of Education, Pontificia Universidad Católica de Chile, Santiago, Región Metropolitana, Chile.
  • LeFevre JA; Department of Psychology, Carleton University, Ottawa, Ontario K1S 5B6, Canada; Department of Cognitive Science, Carleton University, Ottawa, Ontario K1S 5B6, Canada.
J Exp Child Psychol ; 208: 105144, 2021 08.
Article em En | MEDLINE | ID: mdl-33862529
Children's performance on number line tasks reflects their developing number system knowledge. Before 5 years of age, most children perform poorly on even the simplest number lines (i.e., 0-10). Our goal was to understand how number line skills develop before formal schooling. Chilean preschoolers attempted a 0-10 number line task three times over 2 years: at the beginning of pre-kindergarten (M = 4:7 [years;months]; Time 1), at the end of pre-kindergarten (M = 5:0; Time 2), and at the end of kindergarten (M = 5:10; Time 3). We used latent class analysis to group children according to their patterns of performance across number targets. At Time 1, 86% of children had error patterns indicating that they randomly placed estimates on the line. At Time 2, 56% of children continued to respond randomly. At Time 3, 56% of children showed competent performance across the number line, 23% were accurate only near the endpoints, and 21% were accurate only for low target numbers near the origin. Latent transition analyses showed that the transition from less to more proficient estimation classes was predicted by children's number identification skills. Thus, number line performance changed dramatically from 4 to 6 years of age as children began to develop the cognitive and numerical skills necessary to accurately estimate numbers on a number line.
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Texto completo: 1 Coleções: 01-internacional Base de dados: MEDLINE Assunto principal: Instituições Acadêmicas / Desenvolvimento Infantil Limite: Child / Child, preschool / Humans País/Região como assunto: America do sul / Chile Idioma: En Revista: J Exp Child Psychol Ano de publicação: 2021 Tipo de documento: Article País de publicação: Estados Unidos
Texto completo
Adicionar na Minha BVS
Imprimir
XML
PubMed Links
Buscar no Google

Texto completo: 1 Coleções: 01-internacional Base de dados: MEDLINE Assunto principal: Instituições Acadêmicas / Desenvolvimento Infantil Limite: Child / Child, preschool / Humans País/Região como assunto: America do sul / Chile Idioma: En Revista: J Exp Child Psychol Ano de publicação: 2021 Tipo de documento: Article País de publicação: Estados Unidos