2021-03-152021-03-152015-03-22http://hdl.handle.net/123456789/12636This is a post-peer-review, pre-copyedit version of an article published in European Journal of Psychology of Education. The final authenticated version is available online at: http://dx.doi.org/10.1007/s10212-015-0251-zengUrheberrechtlich geschützthttps://rightsstatements.org/page/InC/1.0/number line estimationbenchmarksestimation strategies150AufsatzZahlenreiheKognitive EntwicklungMathematikunterricht