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  • Muldoon_Towse_Simms_Perra_Menzies

    Rights statement: This article may not exactly replicate the final version published in the APA journal. It is not the copy of record.

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A longitudinal analysis of estimation accuracy, counting skills and mathematical ability across the first school year

Research output: Contribution to Journal/Magazine › Journal article › peer-review

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A longitudinal analysis of estimation accuracy, counting skills and mathematical ability across the first school year. / Muldoon, Kevin; Towse, John; Simms, Victoria et al.
In: Developmental Psychology, Vol. 49, No. 2, 02.2013, p. 250-257.

Research output: Contribution to Journal/Magazine › Journal article › peer-review

Harvard

Muldoon, K, Towse, J, Simms, V, Perra, O & Menzies, V 2013, 'A longitudinal analysis of estimation accuracy, counting skills and mathematical ability across the first school year', Developmental Psychology, vol. 49, no. 2, pp. 250-257. https://doi.org/10.1037/a0028240

APA

Muldoon, K., Towse, J., Simms, V., Perra, O., & Menzies, V. (2013). A longitudinal analysis of estimation accuracy, counting skills and mathematical ability across the first school year. Developmental Psychology, 49(2), 250-257. https://doi.org/10.1037/a0028240

Vancouver

Muldoon K, Towse J, Simms V, Perra O, Menzies V. A longitudinal analysis of estimation accuracy, counting skills and mathematical ability across the first school year. Developmental Psychology. 2013 Feb;49(2):250-257. doi: 10.1037/a0028240

Author

Muldoon, Kevin ; Towse, John ; Simms, Victoria et al. / A longitudinal analysis of estimation accuracy, counting skills and mathematical ability across the first school year. In: Developmental Psychology. 2013 ; Vol. 49, No. 2. pp. 250-257.

Bibtex

@article{4b50964cb85e4659a99b025e824c5f13,
title = "A longitudinal analysis of estimation accuracy, counting skills and mathematical ability across the first school year",
abstract = "In response to claims that the quality (and in particular linearity) of children{\textquoteright}s mental representation of number acts as a constraint on number development, we carried out a longitudinal assessment of the relationships between number line estimation, counting, and mathematical abilities. Ninety-nine five-year-olds were tested on four occasions at three-monthly intervals. Correlations between the three types of ability were evident, but while the quality of children{\textquoteright}s estimations changed over time, and performance on the mathematical tasks improved over the same period, changes in one were not associated with changes in the other. In contrast to the earlier claims that the linearity of number representation is potentially a unique contributor to children{\textquoteright}s mathematical development, the data suggest that this variable is not significantly privileged in its impact over and above simple procedural number skills. We propose that both early arithmetic success and estimating skill are bound closely to developments in counting ability.",
author = "Kevin Muldoon and John Towse and Victoria Simms and Oliver Perra and Victoria Menzies",
note = "This article may not exactly replicate the final version published in the APA journal. It is not the copy of record",
year = "2013",
month = feb,
doi = "10.1037/a0028240",
language = "English",
volume = "49",
pages = "250--257",
journal = "Developmental Psychology",
issn = "0012-1649",
publisher = "American Psychological Association Inc.",
number = "2",

}

RIS

TY - JOUR

T1 - A longitudinal analysis of estimation accuracy, counting skills and mathematical ability across the first school year

AU - Muldoon, Kevin

AU - Towse, John

AU - Simms, Victoria

AU - Perra, Oliver

AU - Menzies, Victoria

N1 - This article may not exactly replicate the final version published in the APA journal. It is not the copy of record

PY - 2013/2

Y1 - 2013/2

N2 - In response to claims that the quality (and in particular linearity) of children’s mental representation of number acts as a constraint on number development, we carried out a longitudinal assessment of the relationships between number line estimation, counting, and mathematical abilities. Ninety-nine five-year-olds were tested on four occasions at three-monthly intervals. Correlations between the three types of ability were evident, but while the quality of children’s estimations changed over time, and performance on the mathematical tasks improved over the same period, changes in one were not associated with changes in the other. In contrast to the earlier claims that the linearity of number representation is potentially a unique contributor to children’s mathematical development, the data suggest that this variable is not significantly privileged in its impact over and above simple procedural number skills. We propose that both early arithmetic success and estimating skill are bound closely to developments in counting ability.

AB - In response to claims that the quality (and in particular linearity) of children’s mental representation of number acts as a constraint on number development, we carried out a longitudinal assessment of the relationships between number line estimation, counting, and mathematical abilities. Ninety-nine five-year-olds were tested on four occasions at three-monthly intervals. Correlations between the three types of ability were evident, but while the quality of children’s estimations changed over time, and performance on the mathematical tasks improved over the same period, changes in one were not associated with changes in the other. In contrast to the earlier claims that the linearity of number representation is potentially a unique contributor to children’s mathematical development, the data suggest that this variable is not significantly privileged in its impact over and above simple procedural number skills. We propose that both early arithmetic success and estimating skill are bound closely to developments in counting ability.

UR - http://www.scopus.com/inward/record.url?scp=84877639560&partnerID=8YFLogxK

U2 - 10.1037/a0028240

DO - 10.1037/a0028240

M3 - Journal article

AN - SCOPUS:84877639560

VL - 49

SP - 250

EP - 257

JO - Developmental Psychology

JF - Developmental Psychology

SN - 0012-1649

IS - 2

ER -