What counts as knowing? The development of conceptual and procedural knowledge of counting from kindergarten through Grade 2.
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First-Grade Predictors of Mathematical Learning Disability: A Latent Class Trajectory Analysis.NUMBER AND COUNTING SKILLS IN KINDERGARTEN AS PREDICTORS OF GRADE 1 MATHEMATICAL SKILLSMathematical skills in 3- and 5-year-olds with spina bifida and their typically developing peers: a longitudinal approach.Cognitive predictors of achievement growth in mathematics: a 5-year longitudinal study.Cognitive mechanisms underlying achievement deficits in children with mathematical learning disabilityFostering Formal Commutativity Knowledge with Approximate Arithmetic.A number sense intervention for low-income kindergartners at risk for mathematics difficulties.Prediction and stability of mathematics skill and difficultyUsing kindergarten number sense to predict calculation fluency in second gradeMathematics difficulties in children born very preterm: current research and future directions.Development of spatial preferences for counting and picture naming.'We are the good guys but they are not bad'. In-group positivity and cognitive performance in preschoolers.Addressing the struggle to link form and understanding in fractions instruction.Counting on fine motor skills: links between preschool finger dexterity and numerical skills.Detection of counting pseudoerrors: What helps children accept them?Iterating between lessons on concepts and procedures can improve mathematics knowledge.Detecting children with arithmetic disabilities from kindergarten: evidence from a 3-year longitudinal study on the role of preparatory arithmetic abilities.Screening for mathematical disabilities in kindergarten.Using cardinality to compare quantities: the role of social-cognitive conflict in early numeracy.Number Knowledge and Young Children’s Ability to Measure LengthMathematically-Relevant Input During Play of a Caregiver With a Visual Impairment and Her ToddlerUnderstanding arithmetic concepts: The role of domain-specific and domain-general skills
P2860
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P2860
What counts as knowing? The development of conceptual and procedural knowledge of counting from kindergarten through Grade 2.
description
2005 nî lūn-bûn
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2005年の論文
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2005年学术文章
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2005年学术文章
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2005年学术文章
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2005年学术文章
@zh-hans
2005年学术文章
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2005年学术文章
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2005年學術文章
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name
What counts as knowing? The de ...... kindergarten through Grade 2.
@en
What counts as knowing? The de ...... kindergarten through Grade 2.
@nl
type
label
What counts as knowing? The de ...... kindergarten through Grade 2.
@en
What counts as knowing? The de ...... kindergarten through Grade 2.
@nl
prefLabel
What counts as knowing? The de ...... kindergarten through Grade 2.
@en
What counts as knowing? The de ...... kindergarten through Grade 2.
@nl
P2093
P1476
What counts as knowing? The de ...... kindergarten through Grade 2.
@en
P2093
Brenda L Smith-Chant
Deepthi Kamawar
Erin Sargla
Jeffrey Bisanz
Jesse S Arnup
Marcie Penner-Wilger
Sheri-Lynn Skwarchuk
P304
P356
10.1016/J.JECP.2005.11.002
P577
2005-12-19T00:00:00Z