Number line development of Chilean children from preschool to the end of kindergarten

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dc.article.number105144
dc.catalogadorgjm
dc.contributor.authorXu, Chang
dc.contributor.authorDi Lonardo Burr, Sabrina
dc.contributor.authorDouglas, Heather
dc.contributor.authorSusperreguy Jorquera, María Inés
dc.contributor.authorLeFevre, Jo-Anne
dc.date.accessioned2024-07-23T21:00:42Z
dc.date.available2024-07-23T21:00:42Z
dc.date.issued2021
dc.description.abstractChildren’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.
dc.description.funderFONDECYT
dc.fechaingreso.objetodigital2024-12-18
dc.format.extent26 páginas
dc.fuente.origenHistorial Académico
dc.identifier.doi10.1016/j.jecp.2021.105144
dc.identifier.eissn1096-0457
dc.identifier.issn0022-0965
dc.identifier.scopusidSCOPUS_ID:2-s2.0-85103928559
dc.identifier.urihttps://doi.org/10.1016/j.jecp.2021.105144
dc.identifier.urihttps://repositorio.uc.cl/handle/11534/87211
dc.identifier.wosidWOS:000648655300011
dc.information.autorucEscuela de psicología; Susperreguy Jorquera, María Inés; 0000-0001-5584-2692; 151479
dc.language.isoen
dc.nota.accesocontenido parcial
dc.revistaJournal of Experimental Child Psychology
dc.rightsacceso restringido
dc.subjectPreschool children
dc.subjectNumber line
dc.subjectLatent class analysis
dc.subjectChile
dc.subjectEarly numeracy
dc.subjectMathematical cognition
dc.subject.ddc370
dc.subject.deweyEducaciónes_ES
dc.subject.ods04 Quality education
dc.subject.odspa04 Educación de calidad
dc.titleNumber line development of Chilean children from preschool to the end of kindergarten
dc.typeartículo
dc.volumen208
sipa.codpersvinculados151479
sipa.trazabilidadHistorial Académico;21-09-2021
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