The Development of Number Line Accuracy in Elementary School Children: A Cross-Country Longitudinal Study

Autor/inn/en	Tikhomirova, Tatiana; Malykh, Artem; Lysenkova, Irina; Kuzmina, Yulia; Malykh, Sergey
Titel	The Development of Number Line Accuracy in Elementary School Children: A Cross-Country Longitudinal Study
Quelle	In: British Journal of Educational Psychology, 93 (2023) 2, S.423-436 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Tikhomirova, Tatiana) ORCID (Malykh, Artem) ORCID (Malykh, Sergey)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0007-0998
DOI	10.1111/bjep.12566
Schlagwörter	Number Concepts; Accuracy; Elementary School Mathematics; Elementary School Students; Mathematics Skills; Intelligence Tests; Computer Assisted Testing; Mathematics Tests; Foreign Countries; Comparative Education; Russia; Kyrgyzstan; Raven Progressive Matrices + Suchen Sie Ihr Suchwort? Number concept; Zahlbegriff; Elementare Mathematik; Schulmathematik; Mathmatics achievement; Mathematics ability; Mathematische Kompetenz; Intelligence test; Intelligenztest; Ausland; Vergleichende Erziehungswissenschaft; Russland
Abstract	Background: Number line accuracy (NL accuracy) shows improvement over the course of a school education. However, there are practically no cross-country longitudinal studies of NL accuracy over the whole course of elementary school. Aims: This study investigated the developmental trajectories of NL accuracy and its types across the elementary school years in two countries--Russia and Kyrgyzstan. Sample(s): The analyses were carried out on the data collected from the sample of 508 schoolchildren at Grades 1, 2, 3 and 4 (aged 6.4-11.9 years) from Russia and Kyrgyzstan, who were surveyed as part of the 'Cross-cultural Longitudinal Analysis of Student Success' project. Methods: The participants were administered the 'Number Line' computerized test task and a paper-and-pencil 'Standard Progressive Matrices' test at the end of each academic year. Results: During the course of the elementary school education, NL accuracy increases nonlinearly in both samples from Grade 1 to Grade 4, with a pronounced increase in the rate of improvement from the first to the second year. Cross-country differences in NL accuracy were observed during each year of schooling as well as in the growth of NL accuracy. The development of NL accuracy is described by a model with two developmental types: (1) 'high start and growth' (93% of the pooled sample) and (2) 'low start and no growth' (7%). Conclusions: Both NL accuracy and the rate of its growth during elementary school depend on educational conditions. Cross-country differences in the distribution of schoolchildren by these two developmental types were statistically insignificant. (As Provided).
Anmerkungen	Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01