Number Knowledge and Young Children’s Ability to Measure Length

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Number Knowledge and Young Children’s Ability to Measure Length

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wetenschappelijk artikel

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наукова стаття, опублікована у вересні 2015

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Number Knowledge and Young Children’s Ability to Measure Length

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Number Knowledge and Young Children’s Ability to Measure Length

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Number Knowledge and Young Children’s Ability to Measure Length

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Number Knowledge and Young Children’s Ability to Measure Length

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Number Knowledge and Young Children’s Ability to Measure Length

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Number Knowledge and Young Children’s Ability to Measure Length

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P1476

Number Knowledge and Young Children’s Ability to Measure Length

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P2093

Joanna Zambrzycka

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Samantha Makosz

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P2860

Children's number-line estimation shows development of measurement skills (not number representations)

Number-space mapping in human infants.

Preverbal and verbal counting and computation.

A two-minute paper-and-pencil test of symbolic and nonsymbolic numerical magnitude processing explains variability in primary school children's arithmetic competence

Unbounding the mental number line-new evidence on children's spatial representation of numbers.

Children's understanding of counting.

Association between basic numerical abilities and mathematics achievement.

School readiness and later achievement: replication and extension using a nationwide Canadian survey.

School readiness and later achievement.

What counts as knowing? The development of conceptual and procedural knowledge of counting from kindergarten through Grade 2.

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925-938

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P31

scholarly article

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10.1080/10409289.2015.1060801

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P433

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P478

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Donna Kotsopoulos

P577

2015-09-18T00:00:00Z

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