Children's cognitive representation of the mathematical number line.

@article{Rouder2014ChildrensCR,
  title={Children's cognitive representation of the mathematical number line.},
  author={Jeffrey N. Rouder and David C. Geary},
  journal={Developmental science},
  year={2014},
  volume={17 4},
  pages={525-36}
}
Learning of the mathematical number line has been hypothesized to be dependent on an inherent sense of approximate quantity. Children's number line placements are predicted to conform to the underlying properties of this system; specifically, placements are exaggerated for small numerals and compressed for larger ones. Alternative hypotheses are based on proportional reasoning; specifically, numerals are placed relative to set anchors such as end points on the line. Traditional testing of these… CONTINUE READING
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