-
1
-
-
0021471272
-
More precisely defining and measuring the order-irrelevance principle
-
Baroody, A. J. (1984). More precisely defining and measuring the order-irrelevance principle. Journal of Experimental Child Psychology, 38, 33-41.
-
(1984)
Journal of Experimental Child Psychology
, vol.38
, pp. 33-41
-
-
Baroody, A.J.1
-
2
-
-
21344486273
-
The relationship between the order-irrelevance principle and counting skill
-
Baroody, A. J. (1993). The relationship between the order-irrelevance principle and counting skill. Journal for Research in Mathematics Education, 24, 415-427.
-
(1993)
Journal for Research in Mathematics Education
, vol.24
, pp. 415-427
-
-
Baroody, A.J.1
-
4
-
-
24944581163
-
Kindergartners' knowledge of the preconcepts of number
-
L. P. Steffe & T. Wood (Eds.), Hillsdale, NJ: Erlbaum
-
Bergeron, J. C., & Herscovics, N. (1990). Kindergartners' knowledge of the preconcepts of number. In L. P. Steffe & T. Wood (Eds.), Transforming children's mathematics education: International perspectives (pp. 125-134). Hillsdale, NJ: Erlbaum.
-
(1990)
Transforming Children's Mathematics Education: International Perspectives
, pp. 125-134
-
-
Bergeron, J.C.1
Herscovics, N.2
-
5
-
-
21344485865
-
Models of problem solving: A study of kindergarten children's problem-solving processes
-
Carpenter, T. P., Ansell, E., Franke, M. L., Fennema, E., & Weisbeck, L. (1993). Models of problem solving: A study of kindergarten children's problem-solving processes. Journal for Research in Mathematics Education, 24, 428-441.
-
(1993)
Journal for Research in Mathematics Education
, vol.24
, pp. 428-441
-
-
Carpenter, T.P.1
Ansell, E.2
Franke, M.L.3
Fennema, E.4
Weisbeck, L.5
-
6
-
-
0344362123
-
Knowledge of the numeration system among preschoolers
-
L. P. Steffe & T. Wood (Eds.), Hillsdale, NJ: Erlbaum
-
Carraher, T. N., & Schliemann, A. D. (1990). Knowledge of the numeration system among preschoolers. In L. P. Steffe & T. Wood (Eds.), Transforming children's mathematics education: international perspectives (pp. 135-141). Hillsdale, NJ: Erlbaum.
-
(1990)
Transforming Children's Mathematics Education: International Perspectives
, pp. 135-141
-
-
Carraher, T.N.1
Schliemann, A.D.2
-
7
-
-
24944491204
-
'Discrete' fraction concepts and cognitive structure
-
A. Borbás (Ed.), Veszprem, Hungary: OOK [Hungarian National Centre for Educational Technology]
-
Clements, M. A., & Lean, G. A. (1988). 'Discrete' fraction concepts and cognitive structure. In A. Borbás (Ed.), Proceedings of the twelfth annual conference of the International Group for the Psychology of Mathematics Education (Vol. 1, pp. 215-222) Veszprem, Hungary: OOK [Hungarian National Centre for Educational Technology].
-
(1988)
Proceedings of the Twelfth Annual Conference of the International Group for the Psychology of Mathematics Education
, vol.1
, pp. 215-222
-
-
Clements, M.A.1
Lean, G.A.2
-
8
-
-
0038699963
-
Student voice in examining "splitting" as an approach to ratio, proportions and fractions
-
L. Meira & D. Carraher (Eds.), Recife, Brazil: Universidade Federal de Pemambuco
-
Confrey, J. (1995). Student voice in examining "splitting" as an approach to ratio, proportions and fractions. In L. Meira & D. Carraher (Eds.), Proceedings of the 19th annual conference of the International Group for the Psychology of Mathematics Education (Vol. 1, pp. 3-29). Recife, Brazil: Universidade Federal de Pemambuco.
-
(1995)
Proceedings of the 19th Annual Conference of the International Group for the Psychology of Mathematics Education
, vol.1
, pp. 3-29
-
-
Confrey, J.1
-
9
-
-
0039560896
-
Preschoolers' spontaneous partitioning of discrete items
-
R. P. Hunting & G. Davis (Eds.), New York: Springer-Verlag
-
Davis, G., & Hunting, R. P. (1991). Preschoolers' spontaneous partitioning of discrete items. In R. P. Hunting & G. Davis (Eds.), Early fraction learning (pp. 131-136). New York: Springer-Verlag.
-
(1991)
Early Fraction Learning
, pp. 131-136
-
-
Davis, G.1
Hunting, R.P.2
-
12
-
-
0000666784
-
Sharing and the understanding of number equivalence by young children
-
Frydman, O., & Bryant, P. (1988). Sharing and the understanding of number equivalence by young children. Cognitive Development, 3, 323-339.
-
(1988)
Cognitive Development
, vol.3
, pp. 323-339
-
-
Frydman, O.1
Bryant, P.2
-
14
-
-
0001878650
-
The acquisition of early number word meanings: A conceptual analysis and overview
-
H. P. Ginsburg (Ed.), New York: Academic Press
-
Fuson, K. C., & Hall, J. W. (1983). The acquisition of early number word meanings: A conceptual analysis and overview. In H. P. Ginsburg (Ed.), The development of mathematical thinking (pp. 49-107). New York: Academic Press.
-
(1983)
The Development of Mathematical Thinking
, pp. 49-107
-
-
Fuson, K.C.1
Hall, J.W.2
-
15
-
-
0015447687
-
The nature and development of early number concepts
-
H. W. Reese (Ed.), New York: Academic Press
-
Gelman, R. (1972). The nature and development of early number concepts. In H. W. Reese (Ed.), Advances in child development and behavior (Vol. 7, pp. 115-167). New York: Academic Press.
-
(1972)
Advances in Child Development and Behavior
, vol.7
, pp. 115-167
-
-
Gelman, R.1
-
17
-
-
85085436449
-
On the nature of competence: Principles for understanding in a domain
-
L. B. Resnick (Ed.), Hillsdale, NJ: Erlbaum
-
Gelman, R., & Greeno, J. G. (1989). On the nature of competence: Principles for understanding in a domain. In L. B. Resnick (Ed.), Knowing, learning, and instruction: Essays in honor of Robert Glaser (pp. 125-186). Hillsdale, NJ: Erlbaum.
-
(1989)
Knowing, Learning, and Instruction: Essays in Honor of Robert Glaser
, pp. 125-186
-
-
Gelman, R.1
Greeno, J.G.2
-
18
-
-
0020758965
-
Preschoolers' counting: Principle before skill
-
Gelman, R., & Meck, E. (1983). Preschoolers' counting: Principle before skill. Cognition, 13, 343-359.
-
(1983)
Cognition
, vol.13
, pp. 343-359
-
-
Gelman, R.1
Meck, E.2
-
19
-
-
0002906728
-
The notion of principle: The case of counting
-
J. Hiebert (Ed.), Hillsdale, NJ: Erlbaum
-
Gelman, R., & Meck, E. (1986). The notion of principle: The case of counting. In J. Hiebert (Ed.), Conceptual and procedural knowledge: The case of mathematics (pp. 29-57). Hillsdale, NJ: Erlbaum.
-
(1986)
Conceptual and Procedural Knowledge: The Case of Mathematics
, pp. 29-57
-
-
Gelman, R.1
Meck, E.2
-
20
-
-
0000356881
-
Early principles aid early but not later conceptions of number
-
J. Bideaud, C. Meljac, & J. P. Fischer (Eds.), Hillsdale, NJ: Erlbaum
-
Gelman, R., & Meck, E. (1992). Early principles aid early but not later conceptions of number. In J. Bideaud, C. Meljac, & J. P. Fischer (Eds.), Pathways to number (pp. 171-189). Hillsdale, NJ: Erlbaum.
-
(1992)
Pathways to Number
, pp. 171-189
-
-
Gelman, R.1
Meck, E.2
-
21
-
-
38249042558
-
Young children's numerical competence
-
Gelman, R., Meck, E., & Merkin, S. (1986). Young children's numerical competence. Cognitive Development, 1, 1-29.
-
(1986)
Cognitive Development
, vol.1
, pp. 1-29
-
-
Gelman, R.1
Meck, E.2
Merkin, S.3
-
23
-
-
24944505078
-
An inventory of mathematical thinking done by incoming first-grade children
-
Hendrickson, A. D. (1979). An inventory of mathematical thinking done by incoming first-grade children. Journal for Research in Mathematics Education, 10, 7-23.
-
(1979)
Journal for Research in Mathematics Education
, vol.10
, pp. 7-23
-
-
Hendrickson, A.D.1
-
24
-
-
24944436601
-
Kindergartners' knowledge of numbers: A longitudinal case study: Part 1: Intuitive and procedural understandings
-
J. C. Bergeron, N. Herscovics, & C. Kieran (Eds.), Montreal, Canada: International Group for the Psychology of Mathematics Education
-
Herscovics, N., Bergeron, J. C., & Bergeron, A. (1987). Kindergartners' knowledge of numbers: A longitudinal case study: Part 1: Intuitive and procedural understandings. In J. C. Bergeron, N. Herscovics, & C. Kieran (Eds.), Proceedings of the eleventh international conference for the Psychology of Mathematics Education (Vol. 2, pp. 344-360). Montreal, Canada: International Group for the Psychology of Mathematics Education.
-
(1987)
Proceedings of the Eleventh International Conference for the Psychology of Mathematics Education
, vol.2
, pp. 344-360
-
-
Herscovics, N.1
Bergeron, J.C.2
Bergeron, A.3
-
26
-
-
24944574710
-
The social origins of pre-fraction knowledge in three year olds
-
R. P. Hunting & G. Davis (Eds.), New York: Springer-Verlag
-
Hunting, R. P. (1991). The social origins of pre-fraction knowledge in three year olds. In R. P. Hunting & G. Davis (Eds.), Early fraction learning (pp. 55-72). New York: Springer-Verlag.
-
(1991)
Early Fraction Learning
, pp. 55-72
-
-
Hunting, R.P.1
-
30
-
-
0001466453
-
The discrimination of visual number
-
Kaufman, E. L., Lord, M. W., Reese, T. W., & Volkmann, J. (1949). The discrimination of visual number. American Journal of Psychology, 62, 489-525.
-
(1949)
American Journal of Psychology
, vol.62
, pp. 489-525
-
-
Kaufman, E.L.1
Lord, M.W.2
Reese, T.W.3
Volkmann, J.4
-
31
-
-
0001361853
-
Child as the measurer of all things: Measurement procedures and the development of quantitative concepts
-
C. Sophian (Ed.), Hillsdale, NJ: Erlbaum
-
Miller, K. (1984). Child as the measurer of all things: Measurement procedures and the development of quantitative concepts. In C. Sophian (Ed.), Origins of cognitive skills: The eighteenth annual Carnegie Symposium on Cognition (pp. 193-228). Hillsdale, NJ: Erlbaum.
-
(1984)
Origins of Cognitive Skills: The Eighteenth Annual Carnegie Symposium on Cognition
, pp. 193-228
-
-
Miller, K.1
-
33
-
-
24944556061
-
Preschoolers' knowledge of counting and sharing in discrete quantity settings
-
R. P. Hunting & G. Davis (Eds.), New York: Springer-Verlag
-
Pepper, K. L. (1991). Preschoolers' knowledge of counting and sharing in discrete quantity settings. In R. P. Hunting & G. Davis (Eds.), Early fraction learning (pp. 103-129). New York: Springer-Verlag.
-
(1991)
Early Fraction Learning
, pp. 103-129
-
-
Pepper, K.L.1
-
34
-
-
0043031362
-
Mathematical competencies of entering kindergartners
-
Rea, R. E., & Reys, R. E. (1970). Mathematical competencies of entering kindergartners. Arithmetic Teacher, 17(3), 65-74.
-
(1970)
Arithmetic Teacher
, vol.17
, Issue.3
, pp. 65-74
-
-
Rea, R.E.1
Reys, R.E.2
-
35
-
-
24944452597
-
A new rationale for the teaching of fractions
-
Riess, A. P. (1955). A new rationale for the teaching of fractions. Harvard Educational Review, 25, 105-125.
-
(1955)
Harvard Educational Review
, vol.25
, pp. 105-125
-
-
Riess, A.P.1
-
36
-
-
24944540151
-
Learning the basic concepts of fractions and their application in the addition and subtraction of simple fractions
-
Sebold, M. T. (1946). Learning the basic concepts of fractions and their application in the addition and subtraction of simple fractions. Catholic University of America Educational Research Monographs, 14(2), 1-88.
-
(1946)
Catholic University of America Educational Research Monographs
, vol.14
, Issue.2
, pp. 1-88
-
-
Sebold, M.T.1
-
38
-
-
0004120205
-
-
New York: Praeger Scientific
-
Steffe, L. P., von Glasersfeld, E., Richards, J., & Cobb, P. (1983). Children's counting types: Philosophy, theory, and application. New York: Praeger Scientific.
-
(1983)
Children's Counting Types: Philosophy, Theory, and Application
-
-
Steffe, L.P.1
Von Glasersfeld, E.2
Richards, J.3
Cobb, P.4
|