The relation between number line performance and mathematics outcomes: Two meta-analyses.

ABSTRACT: Understanding the magnitudes represented by numerals is a core component of early mathematical development and is often assessed by accuracy in situating numerals and fractions on a number line. Performance on these measures is consistently related to performance in other mathematics domains, but the strength of these relations may be overestimated because general cognitive ability has not been fully controlled in prior studies. The first of two meta-analyses (162 studies, 33,101 participants) confirmed a relation between performance on whole number (r = 0.33) and fractions number (r = 0.41) lines and overall mathematics performance. These relations were generally consistent across content domains (e.g., algebra and computation) and other moderators. The second (71 studies, 14,543 particip

SUBMITTER: Unal ZE 

PROVIDER: S-EPMC11753455 | biostudies-literature | 2024 Jul

REPOSITORIES: biostudies-literature