Children's arithmetic development: it is number knowledge, not the approximate number sense, that counts.
about
Of Huge Mice and Tiny Elephants: Exploring the Relationship Between Inhibitory Processes and Preschool Math SkillsImproving arithmetic performance with number sense training: an investigation of underlying mechanism.The developmental onset of symbolic approximation: beyond nonsymbolic representations, the language of numbers mattersEarly Literacy and Numeracy Skills in Bilingual Minority Children: Toward a Relative Independence of Linguistic and Numerical Processing.Changing the precision of preschoolers' approximate number system representations changes their symbolic math performance.Thinking about quantity: the intertwined development of spatial and numerical cognition.Early numeracy skills in preschool-aged children: a review of neurocognitive findings and implications for assessment and intervention.Discrimination of numerical proportions: A comparison of binomial and Gaussian models.Early language and executive skills predict variations in number and arithmetic skills in children at family-risk of dyslexia and typically developing controls.Comorbidity of Arithmetic and Reading Disorder.Children's Non-symbolic, Symbolic Addition and Their Mapping Capacity at 4-7 Years Old.Intentional and automatic numerical processing as predictors of mathematical abilities in primary school children.Persistent Genetic and Family-Wide Environmental Contributions to Early Number Knowledge and Later Achievement in Mathematics.Time processing impairments in preschoolers at risk of developing difficulties in mathematics.Non-symbolic approximate arithmetic training improves math performance in preschoolers.The approximate number system and domain-general abilities as predictors of math ability in children with normal hearing and hearing loss.Pathways to arithmetic fact retrieval and percentage calculation in adolescents.Representations of numerical and non-numerical magnitude both contribute to mathematical competence in children.Children’s Non-symbolic and Symbolic Numerical Representations and Their Associations With Mathematical Ability.
P2860
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P2860
Children's arithmetic development: it is number knowledge, not the approximate number sense, that counts.
description
2014 nî lūn-bûn
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2014年の論文
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2014年学术文章
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2014年学术文章
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2014年学术文章
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2014年学术文章
@zh-hans
2014年学术文章
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2014年学术文章
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2014年學術文章
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name
Children's arithmetic developm ...... ate number sense, that counts.
@en
Children's arithmetic developm ...... ate number sense, that counts.
@nl
type
label
Children's arithmetic developm ...... ate number sense, that counts.
@en
Children's arithmetic developm ...... ate number sense, that counts.
@nl
prefLabel
Children's arithmetic developm ...... ate number sense, that counts.
@en
Children's arithmetic developm ...... ate number sense, that counts.
@nl
P2860
P356
P1476
Children's arithmetic developm ...... ate number sense, that counts.
@en
P2093
Sarah E Watson
Silke M Göbel
P2860
P304
P356
10.1177/0956797613516471
P577
2014-01-30T00:00:00Z