Development of numerical estimation in young children.

By Robert S. Siegler, Julie L. Booth. Child Development, 2004

999 citations recorded by the source corpus.

Subfields: Education, Statistics and Probability

View Paper: https://www.semanticscholar.org/paper/f8cd32d65d2b0c8285f15f0c5508d239f995c512

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Citations in the corpus

Are Spatial-Numerical Associations a Cornerstone for Arithmetic Learning? The Lack of Genuine Correlations Suggests No (2015, background): “…paradigm called number line estimation (NLE), participants have to mark a position of numerical targets (Arabic digits or dot arrays) on the line whose ends are labelled with other numbers (e.g., 0 and 100) (Barth, et al., 2011; Moeller et al., 2009; Opfer & Siegler, 2007; Siegler & Booth, 2004).”
Development of a measure of early mathematics achievement using the Rasch model: the Research‐Based Early Maths Assessment (2008, neutral): “Clarke et al, 2002 ; Mulligan, Mitchelmore, & Prescott, 2005 ; Mulligan, Prescott, Papic, & Mitchelmore, 2006 ; Siegler & Booth, 2004 ; Van de Rijt & Van Luit, 1999 ; Yuzawa & Bart, 1999 ).”
Training early visuo-spatial abilities: A controlled classroom-based intervention study (2019, methodology): “Children’s estimation accuracy was operationalized through the percentage of absolute error (PAE) computed for every item according to the formula by Siegler and Booth (2004): PAE ¼ abs([estimate – target number]/scale of estimate) * 100.”
Mental number line training in children with developmental dyscalculia (2011, background): “Relative to a linear representation of numbers, a logarithmic representation exaggerates the distance between the magnitudes of numbers at the low end of the range and minimizes the distance between magnitudes of numbers in the middle and upper ends of the range (Siegler and Booth, 2004).”
An Integrative Theory of Numerical Development. (2014, background): “Thus, in the 0–100 range, 5- and 6-year-olds generate logarithmically increasing patterns of estimates, whereas 7- and 8-year-olds’ estimates increase linearly (Geary, Hoard, Byrd-Craven, Nugent, & Numtee, 2007; Siegler & Booth, 2004).”
No Innate Number Line in the Human Brain (2011, methodology): “…crucially, the data show that the Mundurukú failed to establish an essential component of the number-to-space mapping as specified by the number line task, namely, the lowest-numberto-endpoint mapping (Siegler & Booth, 2004; Siegler & Opfer, 2003)—the “numerical anchors” (Booth & Siegler, 2006).”
Identifying Opportunities for Grade One Children to Acquire Foundational Number Sense: Developing a Framework for Cross Cultural Classroom Analyses (2015, background): “The better students understand a number line, for example, the higher their later arithmetical achievement (Siegler and Booth 2004; Booth and Siegler 2008).”
The Cultural Number Line: A Review of Cultural and Linguistic Influences on the Development of Number Processing (2011, background): “Siegler and Booth (2004) tested American kindergartners, first graders, and second graders (6 to 8 years) on a number line task that required all participants to locate the position of a single number on a visually presented line with flankers 0 to 100 on the left and right side, respectively (the…”
Number sense growth in kindergarten: a longitudinal investigation of children at risk for mathematics difficulties. (2006, methodology): “Although we anticipated that low-income kindergartners, on average, would enter school at a lower level than middle-income kindergartners (Starkey et al., 2004), we were interested in the extent to which low-income kindergartners catch up with their middle-income peers during the course of the year.”
Conceptual knowledge of fraction arithmetic. (2015, background): “…as measured by performance on number line and magnitude comparison tasks, correlates consistently and quite strongly with overall mathematics achievement with both whole numbers (Geary, et al., 2007; Siegler & Booth, 2004) and fractions (Siegler & Pyke, 2013; Siegler, Thompson, & Schneider, 2011).”
Early Math Matters: Kindergarten Number Competence and Later Mathematics Outcomes (2009, background): “It helps children make sense of the count sequence, develop a mental number line, and reason about numbers (Baroody, 1985; Siegler & Booth, 2004; Siegler & Robinson, 1982).”
Pathways to mathematics: longitudinal predictors of performance. (2010, background): “This number line measure is intended to capture both number system knowledge and children’s internal quantity representations (Opfer & Siegler, 2007; Siegler & Booth, 2004; Siegler & Opfer, 2003; cf. Moeller, Pixner, Kaufmann, & Nuerk, 2009).”
An integrated theory of whole number and fractions development. (2011, neutral): “…2008; Siegler & Ramani, 2009), memory for and categorization of numbers (Laski & Siegler, 2007; Opfer & Thompson, 2008; Thompson & Siegler, 2010), and mathematics achievement test scores (Booth & Siegler, 2006; Geary et al., 2007, 2008; Halberda, Mazzocco, & Feigenson, 2008; Siegler & Booth, 2004).”