Building number sense with Number Worlds: A mathematics program for young children

Early Childhood Research Quarterly

Volumn 19, Issue 1, 2004, Pages 173-180

  Griffin, Sharon ^a  

^a CLARK UNIVERSITY   (United States)

Author keywords

Central conceptual structures; Conceptual understanding; Number knowledge; Number representations; Number sense; Number Worlds

Indexed keywords

EID: 1842709304     PISSN: 08852006     EISSN: None     Source Type: Journal    
DOI: 10.1016/j.ecresq.2004.01.012     Document Type: Article

References (12)

1. Case R. (1992). The mind's staircase: Exploring the conceptual underpinnings of children's thought and knowledge. Hillsdale, NJ: Erlbaum.
2. Case R. & Griffin S. (1990). Child cognitive development: The role of central conceptual structures in the development of scientific and social thought. In E. A. Hauert (Ed.), Developmental psychology: Cognitive, perceptuo-motor, and neurological perspectives (pp. 193-230). North-Holland: Elsevier.
3. Griffin S. (1997). Number Worlds: Grade one level. Durham, NH: Number Worlds Alliance Inc.
4. Griffin S. (1998). Number Worlds: Grade two level. Durham, NH: Number Worlds Alliance Inc.
5. Griffin S. (2000). Number Worlds: Preschool level. Durham, NH: Number Worlds Alliance Inc.
6. Griffin S. (2002). The development of math competence in the preschool and early school years: Cognitive foundations and instructional strategies. In J. Royer (Ed.), Mathematical cognition (pp. 1-32). Greenwich, CT: Information Age Publishing.
7. Griffin S. Laying the foundation for computational fluency in early childhood Teaching Children Mathematics 9 2003 306-309
8. Griffin S. & Case R. (1995). Number Worlds: Kindergarten level. Durham, NH: Number Worlds Alliance Inc.
9. Griffin S. Case R. Evaluating the breadth and depth of training effects when central conceptual structures are taught Society for Research in Child Development Monographs 59 1996 90-113
10. Griffin S. Case R. Re-thinking the primary school math curriculum: An approach based on cognitive science Issues in Education 3 1997 1-49
11. Griffin S. Case R. & Siegler R. (1994). Rightstart: Providing the central conceptual prerequisites for first formal learning of arithmetic to students at-risk for school failure. In K. McGilly (Ed.), Classroom lessons: Integrating cognitive theory and classroom practice (pp. 24-49). Cambridge, MA: Bradford Books MIT Press.
12. Griffin S. Case R. & Capodilupo A. (1995). Teaching for understanding: The importance of central conceptual structures in the elementary mathematics curriculum. In A. McKeough, I. Lupert, & A. Marini (Eds.), Teaching for transfer: Fostering generalization in learning (pp. 121-151). Hillsdale, NJ: Erlbaum.