The Impact Of Quantitative Basis And Spatial Capacity On The Estimated Axis Of Children Aged 4-5 Years

Numerical estimation is a widespread phenomenon in daily life,at the same time,numerical estimation is an important aspect of mathematics cognitive ability.Number-line estimation belong to numerical estimation and it doesn't need to those who has nothing to do with the number of mathematics knowledge,so,it can reflect the core of the estimate.Also,number-line estimation can predict individual mathematics achievement(Bugden&Ansari,2011).Previous studies have found that the counting ability,cardinal number concept,and space ability can impact on number-line estimation performance of the individual(Ebersbach,Luwel,Frick,Onghena,&Verschaffel,2008;Muldoon,Towse,Simms,Perra,&Menzies,2013;Crollen&Noel,2015),when people make estimates on a number line,they also use different strategy(Petitto,1990).These strategies reflect number line estimation's level and effect mechanism.However,no studies focused the influence of quantitative foundations and space ability on 4-5 years old children at the same time,and few studies focused the effect mechanism about number line estimation,eg:strategies and the relationship between the ability of individual number line estimation.The current research will use three versions of number-line estimation task to explore the influence from quantitative foundations and space ability,at the same time,we will analyze the strategy that young children used in number line estimation to explore number line estimation's inner effect mechanism.Our study is composed by two experiments:Experiment 1:Selecting 105 children of 4?5 years old,use number-line estimation,counting,give-a-number,numeral comparison,ordinal number concept,approximate estimation,nonverbal calculation,block design test task to examine influence that young children's quantitative foundations and space ability to number-line estimation.Experiment 2:Selecting 115 5 years old children,use the standard version,midpoint version,quartile version number-line estimation task and numeral comparison,space ability task to explore the use of strategy in three versions of number-line estimation task in different ability children.The results of the research show that:(1)The cardinal number concept,numeral comparison and space ability are main influence factors for 4-5 years old children;As the growth of the age,the main influence factors had been changed:the cardinal number concept is the main influence factors for 4 years old children 's number-line estimation,numeral comparison and space ability are main influence factors for 5 years old children.(2)In three version number line estimation task,the 115 5 year children who fitting unbounded power function is 53,fitting one-cycle power function is 19,fitting two-cycle power function is 14,the other 29 children cannot fitting any function.(3)The high spatial ability and high numeral comparison children has the highest percentage for use strategy and use more advanced strategy,the low spatial ability,high numeral comparison children has the highest proportion to use "count" strategy,low spatial,low numeral comparison children has the highest proportion for can't use any strategy.We concluded:(1)As the growth of the age,the main influence factors had been changed.(2)Most of 5 years old children use "counting" strategy in standard,midpoint and quartile version number-line estimation task,but some children have started to use"double reference point" strategy and "midpoint" strategy;In the midpoint version,the number of children who use more advanced strategy has increased,show a high flexibility strategy transition that according to task situations.(3)The different kinds of ability 5 years old children use different strategy in three versions of number-line estimation task,numeral comparison is the basis of the effective strategy of children.