Never getting to zero: Elementary school students' understanding of the infinite divisibility of number and matter

Cognitive Psychology

Volumn 51, Issue 2, 2005, Pages 101-140

  Smith, Carol L ^a   Solomon, Gregg E A ^b   Carey, Susan ^c  

^a UNIVERSITY OF MASSACHUSETTS BOSTON   (United States)

^b NATIONAL SCIENCE FOUNDATION   (United States)

^c HARVARD UNIVERSITY   (United States)

Author keywords

Conceptual change; Conceptual development; Matter; Rational number; Theory change

Indexed keywords

ARTICLE; CHILD; CHILD DEVELOPMENT; CONCEPT FORMATION; FEMALE; HUMAN; MALE; MATHEMATICS; NATURAL SCIENCE; UNITED STATES;

BOSTON; CHILD; CHILD DEVELOPMENT; CONCEPT FORMATION; FEMALE; HUMANS; MALE; MATHEMATICS; NATURAL SCIENCES;

EID: 24644465554     PISSN: 00100285     EISSN: None     Source Type: Journal    
DOI: 10.1016/j.cogpsych.2005.03.001     Document Type: Article

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