Children's accuracy in positioning numbers on a number line improved significantly over training in both number ranges¶

Claim · All claims
Evidence · 1 study · causal r1 · q3
Currency · newest study 2013 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q3 i? Accuracy on LANDING number-line tasks improved significantly over time in the 0–10 and 0–100 ranges (NLME coefficient b1 significant in both). → Käser 2013

Evidence¶

Käser 2013¶

Käser, T., Busetto, A.G., Solenthaler, B., Baschera, G.-M., Kohn, J., Kucian, K., von Aster, M., Gross, M. (2013). Modelling and Optimizing Mathematics Learning in Children. International Journal of Artificial Intelligence in Education. https://doi.org/10.1007/s40593-013-0003-7

q3 · i? · causal · r1

Non-linear mixed effect model (Poisson) fitted per user on all landing-task samples from the input logs; the article states "The significance ofb1 in both number ranges demonstrates the significant improvement in accuracy". No standardized effect size printed.

"Over time, children achieved greater accuracy when giving the position of a number on a number line (Fig. 5, top)."

Discussion¶

Learner Variables¶

• Number Sense — outcome: instruction changes it

Related Claims¶

• Number line estimation error increases more strongly for children with cochlear implants when the range extends from 0–100 to 0–1000 — related
• Both numerical training conditions improve magnitude processing more than a story-understanding control condition — related
• Game-based and non-game-based number line estimation training produced statistically indistinguishable pretest-to-posttest learning gains in fraction magnitude understanding — related