What Counts in the Development of Young Children's Number Knowledge?
Abstract
Prior studies indicate that children vary widely in their mathematical knowledge by the time they enter preschool and that this variation predicts levels of achievement in elementary school. In a longitudinal study of a diverse sample of 44 preschool children, we examined the extent to which their understanding of the cardinal meanings of the number words (e.g., knowing that the word “four” refers to sets with 4 items) is predicted by the...
Paper Details
Title
What Counts in the Development of Young Children's Number Knowledge?
Published Date
Sep 1, 2010
Journal
Volume
46
Issue
5
Pages
1309 - 1319
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Notes
History