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The development of number line accuracy in elementary school children: a cross-country longitudinal studyстатья
Статья опубликована в высокорейтинговом журнале
Статья опубликована в журнале из списка Web of Science и/или Scopus- Авторы: Tikhomirova Tatiana, Malykh Artem, Lysenkova Irina, Kuzmina Yulia, Malykh Sergey
- Журнал: British Journal of Educational Psychology
- Год издания: 2022
- Издательство: The British Psychological Society
- Местоположение издательства: United Kingdom
- DOI: 10.1111/bjep.12566
- Аннотация: Background. Number line accuracy (NL accuracy) shows improvement over the course of a school education. However, there are practically no cross-country longitudinal studies of NL accuracy over the whole course of elementary school.Aims. This study investigated the developmental trajectories of NL accuracy and its types across the elementary school years in two countries—Russia and Kyrgyzstan.Sample(s). The analyses were carried out on the data collected from the sample of 508 schoolchildren at Grades 1, 2, 3 and 4 (aged 6.4–11.9 years) from Russia and Kyrgyzstan, who were surveyed as part of the ”Cross-cultural Longitudinal Analysis of Student Success” project.Methods. The participants were administered the ”Number Line” computerized test task and a paper-and-pencil “Standard Progressive Matrices” test at the end of each academic year.Results. During the course of the elementary school education, NL accuracy increases nonlinearly in both samples from Grade 1 to Grade 4, with a pronounced increase in the rate of improvement from the first to the second year. Cross-country differences in NL accuracy were observed during each year of schooling as well as in the growth of NL accuracy. The development of NL accuracy is described by a model with two developmental types: 1) “high start and growth” (93% of the pooled sample) and 2) “low start and no growth” (7%).Conclusions. Both NL accuracy and the rate of its growth during elementary school depend on educational conditions. Cross-country differences in the distribution of schoolchildren by these two developmental types were statistically insignificant.
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