Datum
2023-07-10Schlagwort
370 Erziehung, Schul- und Bildungswesen 510 Mathematik GrundschuleGrundschulkindMathematikLeistungZahlenverständnisGenauigkeitMetadata
Zur Langanzeige
Aufsatz![](/themes/Mirage2/images/Open_Access_logo_PLoS_transparent.svg)
The relationship between accuracy in numerosity estimation, math achievement, and math interest in primary school students
Zusammenfassung
Estimation is a primary activity in everyday life, so getting it “right” in primary school provides a foundational basis in mathematical reasoning. This study focuses on numerosity estimation in primary mathematics, which is one of four types of estimation reported in literature. In numerosity estimation, a non-numerical quantitative representation is typically translated into a number. While it is assumed that fostering numerosity estimation has a great impact on the development of mathematical skills, research indicates that math achievement is influenced by non-cognitive aspects such as students’ math interests. So, math interest could also influence the accuracy in numerosity estimation. In this study, we investigate the relationship between accuracy in numerosity estimation, math achievement, and math interest in third-grade students. For capturing accuracy in numerosity estimation in a standardized way, we developed an online numerosity estimation test. For assessing the construct of math interest, we used an existing questionnaire. Math achievement was assessed by a standardized math test that includes two subtests focusing on arithmetic and application tasks. The sample was comprised of 185 third-grade students. We analyzed the data using correlation and multiple linear regression analysis. The results showed a significant positive correlation between math interest and math achievement. However, no relationship was found between accuracy in numerosity estimation and math interest nor between accuracy in numerosity estimation and math achievement. These partly unexpected findings suggest further studies dedicated to numerosity estimation and its relationship to other constructs.
Zitierform
In: Frontiers in Psychology Volume 14 (2023-07-10) eissn:1664-1078Förderhinweis
Gefördert durch den Publikationsfonds der Universität KasselZitieren
@article{doi:10.17170/kobra-202307218434,
author={Brumm, Leonie and Rathgeb-Schnierer, Elisabeth},
title={The relationship between accuracy in numerosity estimation, math achievement, and math interest in primary school students},
journal={Frontiers in Psychology},
year={2023}
}
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2023-07-25T06:32:53Z 2023-07-25T06:32:53Z 2023-07-10 doi:10.17170/kobra-202307218434 http://hdl.handle.net/123456789/14923 Gefördert durch den Publikationsfonds der Universität Kassel eng Namensnennung 4.0 International http://creativecommons.org/licenses/by/4.0/ estimation numerosity estimation math achievement math interest primary education mathematics 370 510 The relationship between accuracy in numerosity estimation, math achievement, and math interest in primary school students Aufsatz Estimation is a primary activity in everyday life, so getting it “right” in primary school provides a foundational basis in mathematical reasoning. This study focuses on numerosity estimation in primary mathematics, which is one of four types of estimation reported in literature. In numerosity estimation, a non-numerical quantitative representation is typically translated into a number. While it is assumed that fostering numerosity estimation has a great impact on the development of mathematical skills, research indicates that math achievement is influenced by non-cognitive aspects such as students’ math interests. So, math interest could also influence the accuracy in numerosity estimation. In this study, we investigate the relationship between accuracy in numerosity estimation, math achievement, and math interest in third-grade students. For capturing accuracy in numerosity estimation in a standardized way, we developed an online numerosity estimation test. For assessing the construct of math interest, we used an existing questionnaire. Math achievement was assessed by a standardized math test that includes two subtests focusing on arithmetic and application tasks. The sample was comprised of 185 third-grade students. We analyzed the data using correlation and multiple linear regression analysis. The results showed a significant positive correlation between math interest and math achievement. However, no relationship was found between accuracy in numerosity estimation and math interest nor between accuracy in numerosity estimation and math achievement. These partly unexpected findings suggest further studies dedicated to numerosity estimation and its relationship to other constructs. open access Brumm, Leonie Rathgeb-Schnierer, Elisabeth doi:10.3389/fpsyg.2023.1146458 Grundschule Grundschulkind Mathematik Leistung Zahlenverständnis Genauigkeit publishedVersion eissn:1664-1078 Frontiers in Psychology Volume 14 false
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