Preschool children's mathematical knowledge: The effect of teacher "math talk"

Developmental Psychology

Volumn 42, Issue 1, 2006, Pages 59-69

  Klibanoff, Raquel S ^a   Levine, Susan C ^a   Huttenlocher, Janellen ^a   Vasilyeva, Marina ^b   Hedges, Larry V ^a,c  

^a UNIVERSITY OF CHICAGO   (United States)

^b BOSTON COLLEGE   (United States)

^c UNIVERSITY OF CHICAGO   (United States)

Author keywords

Early math development; Number skills; Preschool mathematics; Teacher input

Indexed keywords

ACHIEVEMENT; ARTICLE; COGNITION; CONCEPT FORMATION; EDUCATION; FEMALE; HUMAN; INTERPERSONAL COMMUNICATION; MALE; MATHEMATICS; METHODOLOGY; PRESCHOOL CHILD; SOCIOECONOMICS; TEACHING; UNIVERSITY;

ACHIEVEMENT; CHILD, PRESCHOOL; COGNITION; COMMUNICATION; CONCEPT FORMATION; EDUCATIONAL MEASUREMENT; FACULTY; FEMALE; HUMANS; MALE; MATHEMATICS; SOCIOECONOMIC FACTORS; TEACHING;

EID: 31644439492     PISSN: 00121649     EISSN: None     Source Type: Journal    
DOI: 10.1037/0012-1649.42.1.59     Document Type: Article

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