Differential Impact of Proportional Estimation Training for Fifth- and Eighth-Grade Students

• In Event: The Impacts of Knowledge and Beliefs on Achievement in Mathematics

Abstract

The ability to estimate large numbers of items is shared across species, available in early infancy, varies between individuals, and is linked to both current and future mathematics performance in children. An ongoing debate exists as to the nature of the underlying representations of large numbers--whether they change from logarithmic to linear with increased familiarity and knowledge, or whether changes are due to changes in proportional reasoning. Here, we present 5th and 8th grade children with a numerical estimation task and a proportional reasoning training. We seek to extend the established relationship between numerical estimation and math ability, explore the impact of math ability on strategy use, and determine whether proportional training results in increased task performance.

Authors

• Jennifer M Zosh, The Pennsylvania State University - Brandywine

• Julie L. Booth, Temple University

• Laura K Young, Temple University