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Estimation abilities of large numerosities in preschool children

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Estimation  abilities  of  large  numerosities  in  preschool  children  

Sandrine  Mejias,  Christine  Schiltz

 

 

EMACS  Unit,  FLSHASE,  University  of  Luxembourg,  Luxembourg    

Purpose—The  purpose  of  this  study  was  to  examine  numerical  magnitude  representations  of  5-­‐  to  6-­‐

year   old   children   at   3   different   moments   of   kindergarten,   considering   children’s   early   symbolic   number  knowledge  as  well  as  their  socio-­‐economic  class.  

 

Method—This  study  investigated  estimation  abilities  of  large  numerosities  using  symbolic  and  non-­‐

symbolic  output  formats  (numerical  range:  8-­‐to-­‐64)  as  well  as  counting  knowledge  (numerical  range:   1-­‐to-­‐12)  in  kindergarten  during  the  end  of  the  2nd  grade  (N  =  42),  the  middle  of  the  3rd  grade  (N  =  29)   and  the  end  of  the  3rd  grade  (N  =  32).    

 

Results—  We  observed  surprising  symbolic  and  predominately  non-­‐symbolic  estimation  abilities  at  a  

very   young   age   (from   5   y.o.),   far   beyond   children’s   symbolic   knowledge.   Moreover,   as   soon   as   2nd   grade,   early   counting   knowledge   was   linked   to   more   precise   symbolic   and   non-­‐symbolic   representations.   Moreover,   socio-­‐economic   class   had   no   impact   on   numerical   estimation   and   counting   knowledge   during   2nd   grade   of   kindergarten,   but   did   play   a   role   in   estimation   only,   in   3rd  

grade.      

Conclusions—Our  results  support  the  view  that  numerical  representations  serve  as  building  blocks  for  

mathematical  knowledge:  the  link  between  finer  representations  and  counting  knowledge  is  present   very  early  in  young  children.    Moreover,  since  this  representation  seemed  to  be  sensitive  to  external   components  (such  as  socio-­‐economic  class)  this  implies  that  it  can  probably  be  targeted  and  refined   through  specific  educational  strategies.    

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