Developmental and individual differences in pure numerical estimation.

By Julie L. Booth, Robert S. Siegler. Developmental Psychology, 2006

746 citations recorded by the source corpus.

Subfields: Education, Statistics and Probability

View Paper: https://www.semanticscholar.org/paper/720cec4a21ebb037a27d9105cb61314548f0c0a4

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Citations in the corpus

Improving fraction understanding in sixth graders with mathematics difficulties: Effects of a number line approach combined with cognitive learning strategies. (2019, background): “…between smaller numbers and underestimating the distance between larger values) and become increasingly more linear throughout development with increasingly larger scales (Berteletti, Lucangeli, Piazza, Dehaene, & Zorzi, 2010; Booth & Siegler, 2006; Siegler & Booth, 2004; Thompson & Opfer, 2010).”
Short-Term Memory, Working Memory, and Executive Functioning in Preschoolers: Longitudinal Predictors of Mathematical Achievement at Age 7 Years (2008, background): “Deficits in the ability to represent visual-spatial information in working memory may be particularly detrimental to early developing non-verbal numerical skills such as estimation and manipulation of visual representation of magnitude using a number line, skills found to be predictive of later achi”
The link between deductive reasoning and mathematics (2018, background): “Performance on number line tasks is closely related to arithmetic skills in children (e.g., Booth & Siegler, 2006, 2008; Link, Nuerk, & Moeller, 2014; Siegler & Booth, 2004), suggesting that this type of representation is important for arithmetic skills.”
Universal Screening in Mathematics for the Primary Grades: Beginnings of a Research Base (2012, methodology): “…to make these finite types of magnitude comparisons is a critical underpinning of the ability to calculate, and, in the view of Okamoto and Case (1996) as well as Booth and Siegler (2006), represents the evolution of an increasingly sophisticated and accurate mental number line, as discussed above.”
The Importance of Additive Reasoning in Children’s Mathematical Achievement: A Longitudinal Study (2017, background): “…better fit a linear function had better perofrmance on a range of other numerical tasks, such as magnitude comparison, memory for numbers, calculation, and standardised mathematical achievement tests (e.g., Booth & Siegler, 2006; Geary, 2011; Geary, Hoard, Byrd-Craven, Nugent & Numtee, 2007).”
Language in the prediction of arithmetics in kindergarten and grade 1 (2013, methodology): “In line with Berteletti , Lucangeli, Piazza, Dehaene, and Zorzi (2010) and Booth and Siegler (2006) an 0-100 interval was used.”
Identifying Opportunities for Grade One Children to Acquire Foundational Number Sense: Developing a Framework for Cross Cultural Classroom Analyses (2015, background): “Estimation involves moving between representations of number; for example, placing a number on an empty number line (Booth and Siegler 2006).”
A validation of eye movements as a measure of elementary school children's developing number sense (2008, background): “Our behavioral data replicate and extend results by Booth and Siegler (2008), who found that first graders’ manual response patterns in the number line estimation task predict their addition competence. We replicate this relation for first graders and demonstrate it also with second graders’ manual ”
The Cultural Number Line: A Review of Cultural and Linguistic Influences on the Development of Number Processing (2011, result): “Is this change in MNL metric simply a maturational process, or is it related to critical educational or cultural experience? In a further study including second and fourth graders and flanker values of 0 and 1,000, Booth and Siegler (2006) replicated their previous results and documented that the de”
Promoting broad and stable improvements in low-income children's numerical knowledge through playing number board games. (2008, background): “…same ages on at least two other estimation tasks: numerosity estimation (generating approximatelyN dots on a computer screen, where 0 and 1,000 dots are shown) and measurement estimation (drawing a line of approximately N units, where lines of 1 and 1,000 units are shown; Booth & Siegler, 2006).”
Taking it to the classroom: Number board games as a small group learning activity (2012, background): “These relations are quite strong from kindergarten to fourth grade (Booth & Siegler, 2006; Geary, 2011; Geary, Hoard, Byrd-Craven, Nugent, & Numtee, 2007; Thompson & Siegler, 2010).”
Cognitive foundations for science assessment design: Knowing what students know about evolution (2012, background): “Moreover, this finding is educationally important because student understanding of core concepts typically predicts later memory for curriculum-based content (Au et al., 2008; Booth & Siegler, 2006), thereby making assessment of core concepts particularly important (see also, AAAS, 1993; NRC, 1996).”
Enhancing Children's Spatial and Numerical Skills through a Dynamic Spatial Approach to Early Geometry Instruction: Effects of a 32-Week Intervention (2017, background): “This finding is significant insofar as children’s access to an accurate mental number line—as measured by mapping numbers to space—has been found to strongly predict concurrent and later mathematics performance (Siegler & Booth, 2004; Booth & Siegler, 2006).”
Effects of spatial training on mathematics in first and sixth grade children. (2020, neutral): “Number line estimation (Booth & Siegler, 2006; Siegler & Opfer, 2003).”
Synthesis of IES Research on Early Intervention and Early Childhood Education. NCSER 2013-3001. (2013, background): “102 RtI approaches 100 Booth and Siegler (2006); Opfer and Siegler (2004); Siegler and Booth (2004); Thompson and Siegler, (2010).”