Student magnitude knowledge of negative numbers
Author(s) / Creator(s)
Young, Laura K.
Booth, Julie L.
Abstract / Description
Numerous studies have demonstrated the relevance of magnitude estimation skills for mathematical proficiency, but little research has explored magnitude estimation with negative numbers. In two experiments the current study examined middle school students’ magnitude knowledge of negative numbers with number line tasks. In Experiment 1, both 6th (n = 132) and 7th grade students (n = 218) produced linear representations on a -10,000 to 0 scale, but the 7th grade students’ estimates were more accurate and linear. In Experiment 2, the 7th grade students also completed a -1,000 to 1,000 number line task; these results also indicated that students are linear for both negative and positive estimates. When comparing the estimates of negative and positive numbers, analyses illustrated that estimates of negative numbers are less accurate than those of positive numbers, but using a midpoint strategy improved negative estimates. These findings suggest that negative number magnitude knowledge follows a similar pattern to positive numbers, but the estimation performance of negatives lags behind that of positives.
Keyword(s)
negative numbers numerical magnitudes estimation number linePersistent Identifier
Date of first publication
2015-10-29
Journal title
Journal of Numerical Cognition
Volume
1
Issue
1
Page numbers
38–55
Publisher
PsychOpen GOLD
Publication status
publishedVersion
Review status
peerReviewed
Is version of
Citation
Young, L. K., & Booth, J. L. (2015). Student magnitude knowledge of negative numbers. Journal of Numerical Cognition, 1(1), 38–55. https://doi.org/10.5964/jnc.v1i1.7
-
jnc.v1i1.7.pdfAdobe PDF - 655.03KBMD5: 52805e3d13245f7390900ae12bda1887
-
There are no other versions of this object.
-
Author(s) / Creator(s)Young, Laura K.
-
Author(s) / Creator(s)Booth, Julie L.
-
PsychArchives acquisition timestamp2018-11-21T11:42:38Z
-
Made available on2018-11-21T11:42:38Z
-
Date of first publication2015-10-29
-
Abstract / DescriptionNumerous studies have demonstrated the relevance of magnitude estimation skills for mathematical proficiency, but little research has explored magnitude estimation with negative numbers. In two experiments the current study examined middle school students’ magnitude knowledge of negative numbers with number line tasks. In Experiment 1, both 6th (n = 132) and 7th grade students (n = 218) produced linear representations on a -10,000 to 0 scale, but the 7th grade students’ estimates were more accurate and linear. In Experiment 2, the 7th grade students also completed a -1,000 to 1,000 number line task; these results also indicated that students are linear for both negative and positive estimates. When comparing the estimates of negative and positive numbers, analyses illustrated that estimates of negative numbers are less accurate than those of positive numbers, but using a midpoint strategy improved negative estimates. These findings suggest that negative number magnitude knowledge follows a similar pattern to positive numbers, but the estimation performance of negatives lags behind that of positives.en_US
-
Publication statuspublishedVersion
-
Review statuspeerReviewed
-
CitationYoung, L. K., & Booth, J. L. (2015). Student magnitude knowledge of negative numbers. Journal of Numerical Cognition, 1(1), 38–55. https://doi.org/10.5964/jnc.v1i1.7en_US
-
ISSN2363-8761
-
Persistent Identifierhttps://hdl.handle.net/20.500.12034/1230
-
Persistent Identifierhttps://doi.org/10.23668/psycharchives.1422
-
Language of contenteng
-
PublisherPsychOpen GOLD
-
Is version ofhttps://doi.org/10.5964/jnc.v1i1.7
-
Keyword(s)negative numbersen_US
-
Keyword(s)numerical magnitudesen_US
-
Keyword(s)estimationen_US
-
Keyword(s)number lineen_US
-
Dewey Decimal Classification number(s)150
-
TitleStudent magnitude knowledge of negative numbersen_US
-
DRO typearticle
-
Issue1
-
Journal titleJournal of Numerical Cognition
-
Page numbers38–55
-
Volume1
-
Visible tag(s)Version of Record