Poster #37 - Numerical estimation strategies are correlated with math ability in school-aged children

• In Event: 1-115 - Poster Session 03
  In Poster Session: PS 03 Section - Cognitive Processes

Integrative Statement

Much work has explored the role of numerical cognition measures, such as number line estimation (NLE) performance and Approximate Number System (ANS) acuity, in predicting standardized math outcomes. However, the nature of these relationships is still highly contentious. Previous work on the NLE/math link has generally applied a framework wherein NLE performance is conceptualized as a function of the format of mental number representations. More recently, however, NLE performance has been successfully modeled as a form of proportion estimation (Slusser, Santiago, & Barth, 2013), suggesting that NLE performance does not directly reflect mental representations of number. The present study examined the sources of NLE/math links within the proportion estimation framework. A second goal was to replicate prior findings of an ANS/math link, and address remaining questions about its robustness.

We tested the predictive roles of NLE performance (assessed with a symbolic number line placement task) and ANS acuity (assessed with a visual numerosity discrimination task) for standardized math ability scores. We also analyzed the relationship between NLE and ANS task performance. Ninety-eight children aged 6-8 completed a 0-100 NLE task and a numerosity discrimination task using dot arrays (Panamath; Halberta et al., 2008), followed by the Test of Early Mathematics Ability–Third Edition (TEMA-3; Ginsburg & Baroody, 2003).

Individuals were grouped by the proportion estimation model subtype that best explained their number line estimates (by AICc): 19.4% of children used the lower endpoint as a reference point, treating the number line as an open-ended scale; 61.2% used the two endpoints; and 19.4% spontaneously inferred and used an additional midpoint. Model fitting also quantified individuals’ estimation bias (β). Older children used more reference points; age was also associated with reduced estimation bias and higher overall accuracy. ANS acuity was quantified through numerosity discrimination accuracy; no age differences were found.

Multiple linear regression models tested the explanatory roles of the two components from the proportion estimation framework (model subtypes based on reference point use, and bias; Slusser et al., 2013), and of ANS acuity for TEMA-3 scores (see Table 1). Children who spontaneously inferred a midpoint during NLE scored significantly higher than children who only used one or two marked endpoints (ps < .02). Above and beyond the contributions by model subtype, individual difference in bias was also marginally predictive of math ability scores (p = .057). ANS acuity was another unique source of variation in math scores (p = .026), replicating previous findings of ANS/math links. We also explored the possibility of an inhibitory control explanation of this link (Fuhs & Gilmore, 2013), but found no supporting evidence. Finally, we did not find a NLE/ANS correlation for any performance measures.

Overall, we found that components of the proportion estimation theoretical framework for explaining NLE performance and ANS acuity are significant and independent predictors of math ability for children aged 6-8. This study reveals the important roles of more advanced proportion estimation skills (i.e., subdividing bounded spaces to further guide proportion estimation) in explaining the well-documented NLE/math link.

Authors

• Chenmu Xing, Wesleyan University
  Presenting Author

• Alexandra Zax, Wesleyan University
  Non-Presenting Author

• Emilie George, Weill Cornell Medical College
  Non-Presenting Author

• Jessica Taggart, University of Virginia
  Non-Presenting Author

• Ilona Bass, Rutgers University - Newark
  Non-Presenting Author

• Hilary Barth, Wesleyan University
  Non-Presenting Author