Explaining the relationship between number line estimation and mathematical achievement: the role of visuomotor integration and visuospatial skills
Performance on number line tasks, typically used as a measure of numerical representations, are reliably related to children’s mathematical achievement. However, recent debate has questioned what precisely performance on the number line estimation task measures. Specifically, there has been a sugges...
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Elsevier
2016
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| Online Access: | https://eprints.nottingham.ac.uk/32139/ |
| _version_ | 1848794342523666432 |
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| author | Simms, Victoria Clayton, Sarah Cragg, Lucy Gilmore, Camilla Johnson, Samantha |
| author_facet | Simms, Victoria Clayton, Sarah Cragg, Lucy Gilmore, Camilla Johnson, Samantha |
| author_sort | Simms, Victoria |
| building | Nottingham Research Data Repository |
| collection | Online Access |
| description | Performance on number line tasks, typically used as a measure of numerical representations, are reliably related to children’s mathematical achievement. However, recent debate has questioned what precisely performance on the number line estimation task measures. Specifically, there has been a suggestion that this task may measure not only numerical representations but also proportional judgment skills; if this is the case, then individual differences in visuospatial skills, not just the precision of numerical representations, may explain the relationship between number line estimation and mathematical achievement. The current study investigated the relationships among visuospatial skills, visuomotor integration, number line estimation, and mathematical achievement. In total, 77 children were assessed using a number line estimation task, a standardized measure of mathematical achievement, and tests of visuospatial skills and visuomotor integration. The majority of measures were significantly correlated. In addition, the relationship between one metric from the number line estimation task (R2LIN) and mathematical achievement was fully explained by visuomotor integration and visuospatial skill competency. These results have important implications for understanding what the number line task measures as well as the choice of number line metric for research purposes. |
| first_indexed | 2025-11-14T19:14:40Z |
| format | Article |
| id | nottingham-32139 |
| institution | University of Nottingham Malaysia Campus |
| institution_category | Local University |
| last_indexed | 2025-11-14T19:14:40Z |
| publishDate | 2016 |
| publisher | Elsevier |
| recordtype | eprints |
| repository_type | Digital Repository |
| spelling | nottingham-321392020-05-04T17:44:11Z https://eprints.nottingham.ac.uk/32139/ Explaining the relationship between number line estimation and mathematical achievement: the role of visuomotor integration and visuospatial skills Simms, Victoria Clayton, Sarah Cragg, Lucy Gilmore, Camilla Johnson, Samantha Performance on number line tasks, typically used as a measure of numerical representations, are reliably related to children’s mathematical achievement. However, recent debate has questioned what precisely performance on the number line estimation task measures. Specifically, there has been a suggestion that this task may measure not only numerical representations but also proportional judgment skills; if this is the case, then individual differences in visuospatial skills, not just the precision of numerical representations, may explain the relationship between number line estimation and mathematical achievement. The current study investigated the relationships among visuospatial skills, visuomotor integration, number line estimation, and mathematical achievement. In total, 77 children were assessed using a number line estimation task, a standardized measure of mathematical achievement, and tests of visuospatial skills and visuomotor integration. The majority of measures were significantly correlated. In addition, the relationship between one metric from the number line estimation task (R2LIN) and mathematical achievement was fully explained by visuomotor integration and visuospatial skill competency. These results have important implications for understanding what the number line task measures as well as the choice of number line metric for research purposes. Elsevier 2016-05-01 Article PeerReviewed Simms, Victoria, Clayton, Sarah, Cragg, Lucy, Gilmore, Camilla and Johnson, Samantha (2016) Explaining the relationship between number line estimation and mathematical achievement: the role of visuomotor integration and visuospatial skills. Journal of Experimental Child Psychology, 145 . pp. 22-33. ISSN 1096-0457 Number line estimation; General cognitive skills; Visuospatial skills; Visuomotor integration; Mathematical achievement; Numerical representations http://www.sciencedirect.com/science/article/pii/S0022096515003057 doi:10.1016/j.jecp.2015.12.004 doi:10.1016/j.jecp.2015.12.004 |
| spellingShingle | Number line estimation; General cognitive skills; Visuospatial skills; Visuomotor integration; Mathematical achievement; Numerical representations Simms, Victoria Clayton, Sarah Cragg, Lucy Gilmore, Camilla Johnson, Samantha Explaining the relationship between number line estimation and mathematical achievement: the role of visuomotor integration and visuospatial skills |
| title | Explaining the relationship between number line estimation and mathematical achievement: the role of visuomotor integration and visuospatial skills |
| title_full | Explaining the relationship between number line estimation and mathematical achievement: the role of visuomotor integration and visuospatial skills |
| title_fullStr | Explaining the relationship between number line estimation and mathematical achievement: the role of visuomotor integration and visuospatial skills |
| title_full_unstemmed | Explaining the relationship between number line estimation and mathematical achievement: the role of visuomotor integration and visuospatial skills |
| title_short | Explaining the relationship between number line estimation and mathematical achievement: the role of visuomotor integration and visuospatial skills |
| title_sort | explaining the relationship between number line estimation and mathematical achievement: the role of visuomotor integration and visuospatial skills |
| topic | Number line estimation; General cognitive skills; Visuospatial skills; Visuomotor integration; Mathematical achievement; Numerical representations |
| url | https://eprints.nottingham.ac.uk/32139/ https://eprints.nottingham.ac.uk/32139/ https://eprints.nottingham.ac.uk/32139/ |