This study is an examination of differences between 5-, 7-, and 9-year-olds' ability to estimate their counting accuracy for large set sizes on tasks of 3 levels of counting difficulty. An analysis of children's estimates revealed that younger children tended to believe that they counted accurately, independent of their actual accuracy. With increasing age, children's estimates of their counting
... [Show full abstract] accuracy increasingly corresponded to their actual counting accuracy. The findings support the view that children increasingly monitor the relation between their counting activity and the numerical products of their counting over the course of development.