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Explaining the relationship between number line estimation and mathematical achievement: the role of visuomotor integration and visuospatial skills

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posted on 15.03.2016, 16:31 authored by Victoria Simms, Sarah Clayton, Lucy Cragg, Camilla GilmoreCamilla Gilmore, Samantha Johnson
Performance on number line tasks, typically used as a measure of numerical representations, are reliably related to children's mathematical achievement. However, recent debate has questioned what precisely performance on the number line estimation task measures. Specifically, there has been a suggestion that this task may measure not only numerical representations but also proportional judgment skills; if this is the case, then individual differences in visuospatial skills, not just the precision of numerical representations, may explain the relationship between number line estimation and mathematical achievement. The current study investigated the relationships among visuospatial skills, visuomotor integration, number line estimation, and mathematical achievement. In total, 77 children were assessed using a number line estimation task, a standardized measure of mathematical achievement, and tests of visuospatial skills and visuomotor integration. The majority of measures were significantly correlated. In addition, the relationship between one metric from the number line estimation task (R2 LIN) and mathematical achievement was fully explained by visuomotor integration and visuospatial skill competency. These results have important implications for understanding what the number line task measures as well as the choice of number line metric for research purposes.

History

School

  • Science

Department

  • Mathematics Education Centre

Published in

Journal of Experimental Child Psychology

Volume

145

Pages

22 - 33

Citation

SIMMS, V. ... et al., 2016. Explaining the relationship between number line estimation and mathematical achievement: the role of visuomotor integration and visuospatial skills. Journal of Experimental Child Psychology, 145, pp.22-33.

Publisher

© Elsevier

Version

AM (Accepted Manuscript)

Publisher statement

This work is made available according to the conditions of the Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International (CC BY-NC-ND 4.0) licence. Full details of this licence are available at: https://creativecommons.org/licenses/by-nc-nd/4.0/

Publication date

2016-01-07

Notes

This paper was accepted for publication in the journal Journal of Experimental Child Psychology and the definitive published version is available at http://dx.doi.org/10.1016/j.jecp.2015.12.004

ISSN

0022-0965

Language

en