TY - JOUR
T1 - Task beliefs and the voluntary use of the empty number line in third-grade subtraction and addition
AU - Vermeulen, Jorine A.
AU - Béguin, Anton
AU - Eggen, Theo J.H.M.
N1 - Funding Information:
This work was supported by the Netherlands Organisation for Scientific Research (NWO) under Grant MaGW/PROO: Project 411–10-750.
Publisher Copyright:
© 2021, The Author(s), under exclusive licence to Springer Nature B.V. part of Springer Nature.
PY - 2021/2
Y1 - 2021/2
N2 - This study explored the relationships between task beliefs about the empty number line (ENL), mathematical ability, gender, and voluntary ENL use in multi-digit subtraction and addition. One hundred twenty-three Dutch third-grade students and nine teachers from six schools participated in this study. The multilevel path analysis showed that task beliefs about the ENL mediated the relationship between students’ mathematical ability and their voluntary ENL use. No gender differences were found in the multilevel path analysis. Finally, the results show that task beliefs about the ENL and voluntary ENL use differed across classrooms. The discussion focuses on the implications of the results for using the ENL in diagnostic assessment.
AB - This study explored the relationships between task beliefs about the empty number line (ENL), mathematical ability, gender, and voluntary ENL use in multi-digit subtraction and addition. One hundred twenty-three Dutch third-grade students and nine teachers from six schools participated in this study. The multilevel path analysis showed that task beliefs about the ENL mediated the relationship between students’ mathematical ability and their voluntary ENL use. No gender differences were found in the multilevel path analysis. Finally, the results show that task beliefs about the ENL and voluntary ENL use differed across classrooms. The discussion focuses on the implications of the results for using the ENL in diagnostic assessment.
KW - Diagnostic assessment
KW - Empty number line
KW - Multi-digit addition and subtraction
KW - Task beliefs
KW - n/a OA procedure
UR - http://www.scopus.com/inward/record.url?scp=85099866210&partnerID=8YFLogxK
U2 - 10.1007/s10649-020-10016-x
DO - 10.1007/s10649-020-10016-x
M3 - Article
AN - SCOPUS:85099866210
SN - 0013-1954
VL - 106
SP - 231
EP - 249
JO - Educational Studies in Mathematics
JF - Educational Studies in Mathematics
IS - 2
ER -