Department of Psychology, Lomonosov Moscow State University, Moscow, Russia.
Psychological Institute of Russian Academy of Education, Moscow, Russia.
Br J Educ Psychol. 2023 Jun;93(2):423-436. doi: 10.1111/bjep.12566. Epub 2022 Nov 17.
Number line accuracy (NL accuracy) shows improvement over the course of a school education. However, there are practically no cross-country longitudinal studies of NL accuracy over the whole course of elementary school.
This study investigated the developmental trajectories of NL accuracy and its types across the elementary school years in two countries-Russia and Kyrgyzstan.
SAMPLE(S): The analyses were carried out on the data collected from the sample of 508 schoolchildren at Grades 1, 2, 3 and 4 (aged 6.4-11.9 years) from Russia and Kyrgyzstan, who were surveyed as part of the 'Cross-cultural Longitudinal Analysis of Student Success' project.
The participants were administered the 'Number Line' computerized test task and a paper-and-pencil 'Standard Progressive Matrices' test at the end of each academic year.
During the course of the elementary school education, NL accuracy increases nonlinearly in both samples from Grade 1 to Grade 4, with a pronounced increase in the rate of improvement from the first to the second year. Cross-country differences in NL accuracy were observed during each year of schooling as well as in the growth of NL accuracy. The development of NL accuracy is described by a model with two developmental types: (1) 'high start and growth' (93% of the pooled sample) and (2) 'low start and no growth' (7%).
Both NL accuracy and the rate of its growth during elementary school depend on educational conditions. Cross-country differences in the distribution of schoolchildren by these two developmental types were statistically insignificant.
数线准确性（NL 准确性）在学校教育过程中有所提高。然而，实际上没有关于 NL 准确性在整个小学阶段的跨国纵向研究。
本研究调查了俄罗斯和吉尔吉斯斯坦两个国家的 NL 准确性及其类型在整个小学阶段的发展轨迹。
分析是基于从俄罗斯和吉尔吉斯斯坦的一 508 名 1 至 4 年级（6.4-11.9 岁）学生样本中收集的数据进行的，这些学生是作为“学生成功跨文化纵向分析”项目的一部分进行调查的。
参与者在每个学年结束时接受“数线”计算机测试任务和纸质“标准渐进矩阵”测试。
在小学教育过程中，NL 准确性在两个样本中均从 1 年级到 4 年级呈非线性增加，从第一年到第二年的提高速度明显加快。在每个学年以及 NL 准确性的增长过程中，都观察到了 NL 准确性的跨国差异。NL 准确性的发展可以用两种发展类型的模型来描述：（1）“高起点和高增长”（样本总和的 93%）和（2）“低起点和无增长”（7%）。
NL 准确性及其在小学阶段的增长速度都取决于教育条件。这两种发展类型在两国学生中的分布差异在统计学上并不显著。
