Response patterns of young children from two contrasting SES contexts to different numerical tasks with numbers 1–5

This study contributes to a multifaceted picture of young children’s emergent number knowledge by focusing on the variety of ways in which children express and use quantitative information. The authors’ aims are to (a) explore the extent to which quantifying collections 1–5 and using that information pose different levels of difficulty to children from 33 to 47 months old, (b) identify intra- and intertask response patterns, and (c) analyze the...