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The development of number line estimation in children at risk of mathematics learning difficulties: A longitudinal study.

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第一作者： Carola,Ruiz

第一单位： School of Education, Centre for Research in Numeracy Development and Learning, Macquarie University, Sydney, NSW 2109, Australia; Departamento de Neurociencia y Aprendizaje, Universidad Católica del Uruguay, 11600 Montevideo, Departamento de Montevideo, Uruguay. Electronic address: carola.ruiz@ucu.edu.uy.

作者： Carola,Ruiz ^[1] ; Saskia,Kohnen ^[2] ; David,Muñez ^[3] ; Rebecca,Bull ^[4]

作者单位： School of Education, Centre for Research in Numeracy Development and Learning, Macquarie University, Sydney, NSW 2109, Australia; Departamento de Neurociencia y Aprendizaje, Universidad Católica del Uruguay, 11600 Montevideo, Departamento de Montevideo, Uruguay. Electronic address: carola.ruiz@ucu.edu.uy. ^[1] School of Psychological Sciences, Centre for Research in Numeracy Development and Learning, Centre for Reading, Macquarie University, Sydney, NSW 2109, Australia; Australian Centre for the Advancement of Literacy, Australian Catholic University. ^[2] Centre for Research in Child Development, National Institute of Education, Nanyang Technological University, Singapore 639798, Singapore. ^[3] School of Education, Centre for Research in Numeracy Development and Learning, Macquarie University, Sydney, NSW 2109, Australia. ^[4]

关键词 Estimation patterns Magnitude representation Mathematical achievement Mathematics learning difficulties Number line Proportional reasoning