Numerical Magnitude Knowledge: Are All Numbers Perceived Alike?

A robust knowledge of numbers, and their magnitudes, is thought to provide students a strong basis for later mathematics learning and achievement (see Siegler, 2016). The current study examined 7th grade students’ (N = 193) knowledge of numerical magnitudes, how this knowledge varied depending on the number’s type (integer or non-integer) and the number’s polarity (positive or negative), and the strategies that students use while estimating different types of numbers. The first experiment of the...
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