Review and Prospect of Research on the Ability to Estimate the Number of Primary School Children

Tianqin Liu

doi:10.47297/wspiedWSP2516-250024.20250906

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Review and Prospect of Research on the Ability to Estimate the Number of Primary School Children

9卷第6期

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Review and Prospect of Research on the Ability to Estimate the Number of Primary School Children
Review and Prospect of Research on the Ability to Estimate the Number of Primary School Children
Liaocheng University, Liaocheng, Shandong, 252059, China
2025年9卷第6期页码：112-115
纸质出版日期：2025-06-24
DOI：10.47297/wspiedWSP2516-250024.20250906
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(2025). Review and Prospect of Research on the Ability to Estimate the Number of Primary School Children. 国际教育与发展（英文版）, 9(6), 112-115.

Liu Tianqin.Review and Prospect of Research on the Ability to Estimate the Number of Primary School Children[J].Journal of International Education and Development,2025,09(06):112-115.
(2025). Review and Prospect of Research on the Ability to Estimate the Number of Primary School Children. 国际教育与发展（英文版）, 9(6), 112-115. DOI： 10.47297/wspiedWSP2516-250024.20250906.

Liu Tianqin.Review and Prospect of Research on the Ability to Estimate the Number of Primary School Children[J].Journal of International Education and Development,2025,09(06):112-115. DOI： 10.47297/wspiedWSP2516-250024.20250906.

摘要

Abstract

The ability to estimate quantities is the core foundation of children's mathematical cognitive development

which essentially involves the psychological transformation of non symbolic information into numerical symbols through spatial mapping and proportional reasoning. Research has shown that children's development follows a cross-cultural universal path from logarithmic compression to linear representation. Chinese children excel in symbol estimation and strategy transfer due to their visual advantage in Chinese characters and numbers and early systematic training. The analysis of influencing factors shows that the characteristics of symbol systems

spatial skills

language abilities

and task design affect the ability to estimate quantities through interactive effects. The current research has limitations such as insufficient analysis of dynamic development mechanisms

unclear neural basis of digital representation

and lack of personalized educational interventions. In the future

a multidisciplinary integration framework needs to be constructed

and cross-cultural research needs to reveal the mechanism by which language structure shapes quantitative representations. This article proposes a collaborative research paradigm of "neural behavior education culture" to promote the transformation of mathematics education towards precision and provide a scientific path for the development of children's mathematical literacy in the digital age.

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references

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