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

Simms, Victoria and Clayton, Sarah and Cragg, Lucy and Gilmore, Camilla and Johnson, Samantha (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. ISSN 1096-0457

[img] PDF - Repository staff only until 7 July 2017. - Requires a PDF viewer such as GSview, Xpdf or Adobe Acrobat Reader
Available under Licence Creative Commons Attribution Non-commercial No Derivatives.
Download (562kB)

Abstract

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 (R2LIN) 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.

Item Type: Article
Keywords: Number line estimation; General cognitive skills; Visuospatial skills; Visuomotor integration; Mathematical achievement; Numerical representations
Schools/Departments: University of Nottingham UK Campus > Faculty of Science > School of Psychology
Identification Number: https://doi.org/10.1016/j.jecp.2015.12.004
Depositing User: Eprints, Support
Date Deposited: 08 Mar 2016 08:25
Last Modified: 23 Sep 2016 16:00
URI: http://eprints.nottingham.ac.uk/id/eprint/32139

Actions (Archive Staff Only)

Edit View Edit View