Number line estimation strategies used by children with dyscalculia and typically developing controls

Małgorzata Gut

Nicolaus Copernicus University in Toruń
https://orcid.org/0000-0001-6540-7192

Łukasz Goraczewski

Bug Bomb Games Studio in Toruń

Karolina Finc

Nicolaus Copernicus University in Toruń
https://orcid.org/0000-0002-0157-030X

Jacek Matulewski

Nicolaus Copernicus University in Toruń
https://orcid.org/0000-0002-1283-6767

Anna Walerzak-Więckowska

University of Gdansk

Włodzisław Duch

Nicolaus Copernicus University in Toruń
https://orcid.org/0000-0001-7882-4729


Abstrakt

Aim
The aim of the study was to examine the effect of cognitive deficits, which are present in mathematical learning disabilities (e.g. dyscalculia risk) on the mental number line processing with the use of the one-digit numbers range as well as their symbolic and
non-symbolic format of presentation.

Method
We investigated number line estimation (NLE) in 20 children with mathematical learning disabilities (MLD) and 27 typically developing (TD) controls. They were examined with an NLE task using symbolic and non-symbolic 1–9 numbers.

Results
For all children, the greatest estimation error (EE) occurred for numbers located in the middle of number line, but the effect was more pronounced in the MLD group. Moreover, both groups had a similar range for the overestimation, but differed in the underestimation
error. MLD children showed a greater left bias than TD group in case of almost all numbers, except 7 and 8. Inspecting the EE for each number enabled us to describe error distribution profiles and therefore the probable estimation strategy used by the MLD and
TD groups.

Conclusion
It seems that MLD group tends to assess the number line segments starting from the leftend benchmark; setting an anchor in the center of the number line does not help them to estimate the positions of 4 and 6 correctly. In addition, all children had a greater EE for non-symbolic format, especially in case of high magnitudes, which may be interpreted as the both manifestation of estimation and dot counting errors.


Słowa kluczowe:

dyscalculia, spatial-numerical association, mathematical abilities, mental number line, number line estimation


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2021-12-29

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Gut, M., Goraczewski , Łukasz, Finc, K., Matulewski, J., Walerzak-Więckowska, A., & Duch, W. (2021). Number line estimation strategies used by children with dyscalculia and typically developing controls . Przegląd Psychologiczny, 64(3), 145–170. https://doi.org/10.31648/pp.7330

Małgorzata Gut 
Nicolaus Copernicus University in Toruń
https://orcid.org/0000-0001-6540-7192
Łukasz Goraczewski  
Bug Bomb Games Studio in Toruń
Karolina Finc 
Nicolaus Copernicus University in Toruń
https://orcid.org/0000-0002-0157-030X
Jacek Matulewski 
Nicolaus Copernicus University in Toruń
https://orcid.org/0000-0002-1283-6767
Anna Walerzak-Więckowska 
University of Gdansk
Włodzisław Duch 
Nicolaus Copernicus University in Toruń
https://orcid.org/0000-0001-7882-4729



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