FoNS-medvetna barn har förmåga att uppskatta antal objekt i en mängd (Berch 2005; Jordan et al. 2006, 2007; Malofeeva et al., 2004; Van de Rijt et al., 1999) och storlek på objekt (Ivrendi, 2011). Att göra uppskattningar innefattar att växla mellan olika representationsformer av tal, som till exempel att kunna placera ett tal på en tom tallinje (Booth & Siegler; 2006). Förmågan att uppskatta anses vara en nyckelfaktor när det gäller senare utveckling av aritmetiska kunskaper, särskilt för nya matematiska situationer (Booth & Siegler, 2008; Gersten et al., 2005; Holloway & Ansari, 2009; Libertus et al., 2011; Siegler & Booth, 2004).
Referenser:
Berch, D. (2005). Making sense of number sense. Journal of Learning Disabilities, 38(4), 333-339.
Booth, J., & Siegler, R. (2006). Developmental and individual differences in pure numerical estimation. Developmental Psychology, 42(1), 189-201.
Booth, J., & Siegler, R. (2008). Numerical magnitude representations influence arithmetic learning. Child Development, 79(4), 1016-1031.
Gersten, R., Jordan, N., & Flojo, J. (2005). Early identification and interventions for students with mathematics difficulties. Journal of Learning Disabilities, 38(4), 293-304.
Holloway, I., & Ansari, D. (2009). Mapping numerical magnitudes onto symbols: The numerical distance effect and individual differences in children’s mathematics achievement. Journal of Experimental Child Psychology, 103(1), 17-29.
Ivrendi, A. (2011). Influence of self-regulation on the development of children’s number sense. Early Childhood Education Journal, 39(4), 239-247.
Jordan, N., Kaplan, D., Nabors Oláh, L., & Locuniak, M. (2006). Number sense growth in kindergarten: A longitudinal investigation of children at risk for mathematics difficulties. Child Development, 77(1), 153-175.
Jordan, N., Kaplan, D., Locuniak, M., & Ramineni, C. (2007). Predicting first-grade math achievement from developmental number sense trajectories. Learning Disabilities Research & Practice, 22(1), 36-46.
Libertus, M., Feigenson, L., & Halberda, J. (2011). Preschool acuity of the approximate number system correlates with school math ability. Developmental Science, 14(6), 1292-1300.
Malofeeva, E., Day, J., Saco, X., Young, L., & Ciancio, D. (2004). Construction and evaluation of a number sense test with Head Start children. Journal of Educational Psychology, 96(4), 648-659.
Siegler, R., & Booth, J. (2004). Development of numerical estimation in young children. Child Development, 75(2), 428-444.
Van de Rijt, B., Van Luit, J., & Pennings, A. (1999).The construction of the Utrecht early mathematical competence scale. Educational and Psychological Measurement, 59(2), 289-309.