Numerical magnitude representations influence arithmetic learning.

By Julie L. Booth, Robert S. Siegler. Child Development, 2008

608 citations recorded by the source corpus.

Subfields: Education, Statistics and Probability

View Paper: https://www.semanticscholar.org/paper/fd1791fd2637a683cecc678a5c9f137e2c3a3c61

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Citations in the corpus

A validation of eye movements as a measure of elementary school children's developing number sense (2008, result): “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.”
Spontaneous focusing on numerosity and the arithmetic advantage (2015, background): “This is theoretically likely because we know from previous research that mapping ability is related to mathematics achievement (Booth & Siegler, 2008; Holloway & Ansari, 2009; Mundy & Gilmore, 2009; see De Smedt, No€el, Gilmore, & Ansari, 2013 for a review).”
An Integrative Theory of Numerical Development. (2014, background): “Moreover, manipulations that improve representations of whole number magnitudes improve subsequent learning of whole number arithmetic (Booth & Siegler, 2008; Siegler & Ramani, 2009), and manipulations aimed at improving fraction magnitude representations improve learning of fraction arithmetic…”
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.”
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).”
Conceptual knowledge of fraction arithmetic. (2015, background): “Randomized controlled trials aimed at improving knowledge of magnitudes produce gains not only in magnitude knowledge but also in arithmetic with both whole numbers (Booth & Siegler, 2008; Ramani & Siegler, 2008) and fractions (Fuchs et al., 2013; Fuchs et al., 2014).”
The Logarithmic-To-Linear Shift: One Learning Sequence, Many Tasks, Many Time Scales (2009, methodology): “…with whole numbers correlates strongly with the accuracy of their magnitude comparisons, their ability to learn solutions to unfamiliar addition problems (Booth & Siegler, 2008), and their overall scores on mathematics achievement tests (Booth & Siegler, 2006, 2008; Siegler & Booth, 2004).”
Taking it to the classroom: Number board games as a small group learning activity (2012, background): “The relation is causal as well as correlational; in one study providing randomly selected children with 0–100 number lines with the magnitudes of numbers and their sums improved the children’s memory for answers to addition problems using these numbers (Booth & Siegler, 2008).”
Early Math Matters: Kindergarten Number Competence and Later Mathematics Outcomes (2009, background): “Engaging young children in number activities and games (e.g., board games that emphasize one-to-one correspondences, counting, and number representations ) is important for building number competence (Baroody, 1987; Booth & Siegler, 2008; Copley, 2000; Gersten et al., 2005).”
An integrated theory of whole number and fractions development. (2011, positive): “Another reason for the prediction is that knowledge of whole number arithmetic correlates positively with knowledge of whole number magnitudes (Booth & Siegler, 2008; Siegler & Ramani, 2009).”