Table 4.

Overview of the estimation strategies used (in percentages) by the child with dyscalculia and the control group (including range of percentages) in the symbolic 0–100 and 0–1000 number line tasks including p-values and effect sizes.

Strategy	Child with dyscalculia		Control groupa		Test results
	0–100	0–1000	0–100	0–1000	0–100		0–1000
	%	%	%	%	p-value	zcc	p-value	zcc
Counting-up	24.2	3.0	22.4 (15.2–33.3)b	24.8 (12.1–36.4)b	.397	0.28	.016	−2.67
Midpoint	30.3	67.0	36.4 (21.2–42.4)b	31.5 (15.2–45.5)b	.193	−0.96	.002	3.87
Counting-down	15.2	9.1	25.1 (12.1–33.3)b	23.9 (12.1–39.4)b	.097	−1.48	.053	−1.88
Undefined	30.3	21.2	18.8 (6.1–42.3)b	19.1 (3.0–36.4)b	.193	0.59	.421	0.21
Dysfunctional	26.1	42.3	8.8 (0.0–19.4)b	11.1 (4.0–21.9)b	.010	2.97	.007	3.16

^an = 10, numbers represent the mean percentage of the 10 control children.

^bRange of the percentages of the 10 control children, see appendix for individual results of the control children. Z_cc, obvious direct analog of Cohen's d, subscript representing “case-controls.”