Children's numerical estimation: Flexibility in the use of counting.

Tested the hypothesis that increased skill and strategy use in counting would be associated with greater accuracy in estimation. 61 children in kindergarten and Grades 1 and 3 played a game of "darts" on a microcomputer in which they had to estimate the ordinal position of a point along a vertical line segment on which only the endpoints were numerically labeled. Each S was presented with 21 trials, representing all possible target positions along the line segment. Ss were asked to report how they made their estimates and also were given an inventory of forward- and backward-counting skills. Results show developmental differences in accuracy of estimation, fluency in counting, and sophistication of self-reported strategy use. Third graders were very accurate at estimating targets at both ends of the line segment and also relatively accurate at middle-range targets, whereas younger Ss were accurate only within the small range of target positions. It appears that the older Ss' flexibility in adjusting the direction and starting point of their counting sequences provided them an advantage in estimating ordinal number. Results are discussed in terms of the relationship between children's counting skills and mathematical understanding. (28 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)