Number Estimation Achievement of a Third and Fourth Graders Group

Abstract This study verified the ability for numerical estimation of 3rd and 4th graders from two public schools in Porto Alegre. In total, 143 children between 8 and 11 years old were evaluated in two number line estimation tasks on a scale from 0 to 100: number-to-position and position-to-number. The results indicated a linear representation of the participants’ accuracy in both tasks. They also showed that the performance of the 4th graders was higher than the 3rd graders and that the numerical representation shows a more linear development on 4th grade than on 3rd grade. In general, the students presented more accuracy on the position-to-number task, but there was a correlation between the two types of tasks, indicating a direct association between the two number line estimation tasks.