Measures and References: Linearity

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Measures

Numerous measures exist to gain a full picture of a student's learning strengths and challenges. Following are examples of measures used to assess this Learner Factor. These measures should be administered and interpreted by experienced professionals.

No measures currently provided for this factor.

References

Anobile, G., Marco, G., & Burr, D. C. (2012). Linear mapping of numbers onto space requires attention. Cognition, 122(3), 454-459.

Booth, J. L., & Siegler, R. S. (2006). Developmental and individual differences in pure numerical estimation. Developmental Psychology, 41(6), 189-201.

Booth, J. L., & Siegler, R. S. (2008). Numerical magnitude representations influence arithmetic learning. Child Development, 79(4), 1016-1031.

Cornu, V., Hornung, C., Schiltz, C., & Martin, R. (2017). How do different aspects of spatial skills relate to early arithmetic and number line estimation? Journal of Numerical Cognition, 0-59.

Dietrich, J. F., Huber, S., Dackermann, T., Moeller, K., & Fischer, U. (2016). Place-value understanding in number line estimation predicts future arithmetic performance. British Journal of Developmental Psychology, 34(4), 502-517.

Geary, D. C., Hoard, M. K., Nugent, L., & Byrd-Craven, J. (2008). Development of number line representations in children with mathematical learning disability. Developmental Neuropsychology, 33(3), 277-299.

Gunderson, E. A., Ramirez, G., Beilock, S. L., & Levine, S. C. (2012). The relation between spatial skill and early number knowledge: The role of the linear number line. Developmental Psychology, 48(5), 1229-1241.

Laski, E. V., & Siegler, R. S. (2007). Is 27 a big number? Correlational and causal connections among numerical categorization, number line estimation, and numerical magnitude comparison. Child Development, 78(6), 1723-1743.

Siegler, R. S., & Booth, J. L. (2004). Development of numerical estimation in young children. Child Development, 75(2), 428-444.