Modeling representational shifts in learning the number line
Abstract
On the basis of findings from an experiment with 6-year-old
children we show a proposal for a cognitive model of
representational shifts in learning the number line. The
findings from the experiment provide information on
number line estimation - that is, translating a number to a
spatial position on a number line. Though the experiment is
a replication of an experiment done by Siegler and Ramani
(2008) where they concluded with a logarithmic to linear
shift, we could not find logarithmic representation of the
results from any of our subjects. What we find is anchor
points as important for improvement on learning the number
line.