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There is ongoing debate regarding what performance on the number line estimation task represents and its role in mathematics learning. The patterns followed by children’s estimates on the number line task could provide insight into this. This study investigates children’s estimation patterns on the number line task based on two theoretical accounts (i.e., logarithmic to linear representational shift and proportional judgment accounts), and and assesses whether mathematics achievement is associated with these estimation patterns. Participants in this study are Singaporean children (n = 324, Mage = 6.2 years, SDage = 0.3 years) in their second year of kindergarten (i.e., the year before they start primary school). Children were assessed on the number line task (0-100) and their mathematical performance (Numerical Operations and Mathematical Reasoning subtests from WIAT II). Chidlren's estimation patterns were analysed within theoretical accounts as well as compared across theoretical accounts. The published paper can be found here:
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