A longitudinal analysis of estimation, counting skills, and mathematical ability across the first school year.
A longitudinal analysis of estimation, counting skills, and mathematical ability across the first school year.
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 threemonthly intervals.Correlations …