Number naming and number comparison are better predictors of kindergarten arithmetic than number line estimation¶

Claim · All claims
Evidence · 1 study · associational r2 · q2
Currency · newest study 2013 · checked against its sources 2026-10-18 (automated, 1 of 1 entry) · not reviewed by a person

Subclaims¶

q2 i? In the estimation-tasks regression, number comparison (p = .009) and number naming (p = .011) were significant predictors of kindergarten arithmetic but number line estimation was not (p = .199). → Praet 2013

Evidence¶

Praet 2013¶

Praet, M., Titeca, D., Ceulemans, A., & Desoete, A. (2013). Language in the prediction of arithmetic in kindergarten and grade 1. Learning and Individual Differences (manuscript LAEIND-D-12-OO174R1). https://www.sciencedirect.com/science/article/LAEIND-D-12-OO174R1

q2 · i? · associational · r2

Second preparatory regression on the 63 kindergarteners with the three estimation tasks simultaneously entered; number naming explained 29.6% of variance in the main model, while NLE (PAE) was non-significant.

"The regression was significant (F 3, 57) = 11.326, p < .001, R² = .386) for number comparison (p =.009) and number naming (p = .011) but not for number line estimation (p = .199; see Table 2)."

Discussion¶

Learner Variables¶

• Number Sense — predictor: learners who differ on it differ in outcomes
• Operations and Place Value — outcome: instruction changes it

Related Claims¶

• The three estimation tasks do not represent the same construct in young children and should not be combined into composites — related
• Expressive language in kindergarten explains 24% of the variance in kindergarten arithmetic controlling for number naming and procedural counting knowledge — related
• Nonsymbolic exact addition is predicted by the VSSP plus the CE and symbolic number line estimation, suggesting an alternate transcoding to the symbolic code — related
• Number line estimation and numerical magnitude comparison correlate with mathematics achievement (r = .24 to .44), with number line estimation more strongly related in older children — related
• Both numerical magnitude processing tasks correlate positively with arithmetic fact retrieval, more strongly for symbolic — related
• Procedural and conceptual counting knowledge each predict kindergarten arithmetic, together explaining about 25% of variance — related
• The relation between kindergarten spatial orientation and arithmetic is partially mediated by number line estimation — reports the opposite
• A combination of specific mathematical cognition measures predicts subsequent mathematics achievement better than prior mathematics achievement scores alone — related