Because the individual differences of slope are found the non-significant, the planned t tests are not applied to examine the subsets of within group differences. On the other hand, the group difference of mean slope was examined for an overall identification of slope change.
The group differences of slope are found t= 13.66, p< .01. The mean slope increased from pretest to posttest M1 = .54 to M2 = .60, but not statistically significant. As shown in Figure 3, children in the blocks-group made large improvements. Their mean slope increased from 67% to 80% from pretest to posttest. The mean slope for the bundles-group also increased from 74% at the pretest to 71%. However, for control group the mean slope decreased from 56% at the pretest …show more content…
The Pearson correlation of the statistics model may be further corrected small numbers of observed values. The results two-tailed correlation indicates that PAE is not correlated to any of the any of the following indicator of the base-10 concept score, R2, slope. The studies from Siegler and Ramani (2011) the first graders’ estimation accuracy is found to predict the linear tendency of the students’ internal number line. The linear regressions are more correlated to the decreased estimation errors. The significant negative correlation between the PAE and R2 and slope was obtained from the kindergarteners and first graders from their studies. Their studies even indicated that the older the children grow, the more likely the estimation accuracy could indicate their linear regression. This is congruent with the hypothesis that the increase number magnitudes estimation is related to the linearity of mental number line. Therefore, I predict that increase numerical estimation for two-digit numbers could increase the linearity of R2 and slope on the 0−100 number line. The increased linear representation on the 0−100 number line was attributed to the increased understanding of two-digit number magnitudes, rather than the base-10 concept knowledge. This again confirms the hypotheses that the increased estimation accuracy and linearity R2 and slope are attributed to the instructional intervention effect. Increasing children’s base-10 concept knowledge for instance, could be related to the estimation accuracy and R2. However, further analyses are needed to explore the
The group differences of slope are found t= 13.66, p< .01. The mean slope increased from pretest to posttest M1 = .54 to M2 = .60, but not statistically significant. As shown in Figure 3, children in the blocks-group made large improvements. Their mean slope increased from 67% to 80% from pretest to posttest. The mean slope for the bundles-group also increased from 74% at the pretest to 71%. However, for control group the mean slope decreased from 56% at the pretest …show more content…
The Pearson correlation of the statistics model may be further corrected small numbers of observed values. The results two-tailed correlation indicates that PAE is not correlated to any of the any of the following indicator of the base-10 concept score, R2, slope. The studies from Siegler and Ramani (2011) the first graders’ estimation accuracy is found to predict the linear tendency of the students’ internal number line. The linear regressions are more correlated to the decreased estimation errors. The significant negative correlation between the PAE and R2 and slope was obtained from the kindergarteners and first graders from their studies. Their studies even indicated that the older the children grow, the more likely the estimation accuracy could indicate their linear regression. This is congruent with the hypothesis that the increase number magnitudes estimation is related to the linearity of mental number line. Therefore, I predict that increase numerical estimation for two-digit numbers could increase the linearity of R2 and slope on the 0−100 number line. The increased linear representation on the 0−100 number line was attributed to the increased understanding of two-digit number magnitudes, rather than the base-10 concept knowledge. This again confirms the hypotheses that the increased estimation accuracy and linearity R2 and slope are attributed to the instructional intervention effect. Increasing children’s base-10 concept knowledge for instance, could be related to the estimation accuracy and R2. However, further analyses are needed to explore the