Abstract

Children's performance on number line tasks reflects their devel-oping number system knowledge. Before 5 years of age, most chil-dren perform poorly on even the simplest number lines (i.e., 0-10). Our goal was to understand how number line skills develop before formal schooling. Chilean preschoolers attempted a 0-10 number line task three times over 2 years: at the beginning of pre-kindergarten (M = 4:7 [years;months]; Time 1), at the end of pre-kindergarten (M = 5:0; Time 2), and at the end of kindergarten (M = 5:10; Time 3). We used latent class analysis to group children according to their patterns of performance across number targets. At Time 1, 86% of children had error patterns indicating that they randomly placed estimates on the line. At Time 2, 56% of children continued to respond randomly. At Time 3, 56% of children showed competent performance across the number line, 23% were accurate only near the endpoints, and 21% were accurate only for low target numbers near the origin. Latent transition analyses showed that the transition from less to more proficient estimation classes was predicted by children's number identification skills. Thus, number line performance changed dramatically from 4 to 6 years of age as children began to develop the cognitive and numerical skills neces-sary to accurately estimate numbers on a number line. (c) 2021 Elsevier Inc. All rights reserved.