Children as apprentices to number

Early Child Development and Care

Volumn 125, Issue 1, 1996, Pages 15-25

  Ewers Rogers, Jennifer ^a   Cowan, Richard ^b  

^a OPEN UNIVERSITY   (United Kingdom)

^b UNIVERSITY OF LONDON   (United Kingdom)

Author keywords

[No Author keywords available]

Indexed keywords

EID: 19644396841     PISSN: 03004430     EISSN: 14768275     Source Type: Journal    
DOI: 10.1080/0300443961250102     Document Type: Article

References (19)

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3. Davis, A., Bridges, A. and Brosgall, A. (1985). Showing how many: Young children's representation of number. Educational Psychology, 1, 303-310.
4. Fluck, M. (1993, September). The dyadic construction of number. Paper presented at the British Psychological Society Developmental Section Annual Conference, Birmingham.
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12. Nunes, T, Schliermann, A.D. and Carraher, D.W. (1993). Street mathematics and school mathematics. Cambridge: Cambridge University Press.
13. Pratt, C. (1988). The child's conception of the conservation task. British Journal of Developmental Psychology, 6, 157-167.
14. Rogoff, B. (1990). Apprenticeship in thinking: Cognitive development in a social context. New York: Oxford University Press.
15. Saxe, G.B., Guberman, S.R. and Gearhart, M. (1987). Social processes in early number development. Monographs of the Society for Research in Child Development, 52, (2, serial no. 216).
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17. Sinclair, A. and Sinclair, H. (1984). Preschool children's interpretation of written numbers. Human Learning, 3, 173-184.
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19. Thorndike, E.L. (1922). The psychology of arithmetic. New York: The Macmillan Co.