NDLI: Estimation of ‘real’ numerosities in elementary school children

Content Provider	Springer Nature Link
Author	Luwel, Koen Verschaffel, Lieven
Copyright Year	2008
Abstract	Groups of mathematically strong and weak second-, fourth- and sixth-graders were individually confronted with numerosities smaller and larger than 100 embedded in one-, two- or three-dimensional realistic contexts. While one third of these contexts were totally unstructured (e.g., an irregular piece of land jumbled up with 72 cars), another third had a clear structure (e.g., a 16x4 rectangular parking lot completely filled with 64 cars), and a last third had a “semi-structure” (e.g., the same 16x4 parking lot but with a number of cars missing). Besides analyzing the effects of different task and subject variables on pupils’ accuracy and response-time data, the study involved and analysis of their estimation strategies, with an emphasis on multiplicative strategies that profited by some of the tasks’ geometrical (semi-)structure. It was found that many children actually made use of such strategies, that using these strategies did however not always led to accurate estimations, and that their frequency and efficiency increased with age.Des groupes d’élèves forts et d’élèves faibles en mathématiques issus de classes de deuxième, quatrième et sixième année ont été individuellement confrontés à des quantités numériques supérieures et inférieures à 100, présentées dans des contextes réalistes uni-, bi- ou tridimensionnels. Si un tiers de ces contextes était tout à fait non structuré (p.e. un territoire irrégulier couvert de 72 voitures), un tiers des contextes était nettement structurés (p.e. un parking rectangulaire de 16x4 rempli entièrement par 64 voitures) et finalement un tiers des contextes semi-structurés (p.e. le même parking 16x4 où certaines voitures font défaut). L’étude fait non seulement l’analyse des effets des différentes tâches et des variables des sujets sur l’efficacité et le temps de réponse, elle présente également une analyse de leurs stratégies d’estimation, avec un accent sur les stratégies multiplicatives qui bénéficient de la structure géométrique (semi)-structurée. L’étude a montré que beaucoup d’enfants se servaient de telles stratégies et que l’utilisation de ces stratégies n’aboutit pourtant pas toujours à des estimations exactes et que la fréquence et l’efficacité évoluaient en fonction de l’âge.
Starting Page	319
Ending Page	338
Page Count	20
File Format	PDF
ISSN	02562928
Journal	European Journal of Psychology of Education
Volume Number	23
Issue Number	3
e-ISSN	18785174
Language	English
Publisher	Springer Netherlands
Publisher Date	2008-01-01
Publisher Place	Dordrecht
Access Restriction	One Nation One Subscription (ONOS)
Subject Keyword	Cognitive strategy Mathematics Numerosity estimation Educational Psychology Pedagogic Psychology
Content Type	Text
Resource Type	Article
Subject	Education Developmental and Educational Psychology

Sl.	Authority	Responsibilities	Communication Details
1	Ministry of Education (GoI), Department of Higher Education	Sanctioning Authority	https://www.education.gov.in/ict-initiatives
2	Indian Institute of Technology Kharagpur	Host Institute of the Project: The host institute of the project is responsible for providing infrastructure support and hosting the project	https://www.iitkgp.ac.in
3	National Digital Library of India Office, Indian Institute of Technology Kharagpur	The administrative and infrastructural headquarters of the project	Dr. B. Sutradhar bsutra@ndl.gov.in
4	Project PI / Joint PI	Principal Investigator and Joint Principal Investigators of the project	Dr. B. Sutradhar bsutra@ndl.gov.in Prof. Saswat Chakrabarti will be added soon
5	Website/Portal (Helpdesk)	Queries regarding NDLI and its services	support@ndl.gov.in
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