Michael Schneider

TL;DR: In this article, the authors introduce latent class, latent profile, and latent transition models for individual differences in learning and development, which allow analyzing how the observed heterogeneity in a group can be traced back to underlying homogeneous subgroups (e.g., learners differing systematically in their developmental phases).

TL;DR: The present meta-analysis statistically synthesized the extensive evidence on the correlation between number line estimation and broader mathematical competence and demonstrated that the task is a robust tool for diagnosing and predicting broader Mathematical competence and should be further investigated in developmental and experimental training studies.

TL;DR: This paper found that 6th and 8th graders' fraction magnitude understanding was positively related to their general mathematical achievement in all countries, and this relation remained significant after controlling for fraction arithmetic knowledge in almost all combinations of country and age group.

TL;DR: Investigation of relations among fraction magnitude understanding, arithmetic and general mathematical abilities in countries differing in educational practices suggests that instructional interventions should target learners’ interpretation of fractions as magnitudes, e.g., by practicing translating fractions into positions on number lines.

TL;DR: In this paper, the authors investigated to what extent eye movements recorded during task solution reflect children's use of the number line and showed that eye-tracking data reflect grade-related increase in estimation competence, are correlated with the accuracy of manual answers, and relate, in Grade 2, to children's addition competence.