What counts as knowing? The development of conceptual and procedural knowledge of counting from kindergarten through Grade 2

Journal of Experimental Child Psychology

Volumn 93, Issue 4, 2006, Pages 285-303

  LeFevre, Jo Anne ^a   Smith Chant, Brenda L ^b   Fast, Lisa ^a   Skwarchuk, Sheri Lynn ^c   Sargla, Erin ^a   Arnup, Jesse S ^a   Penner Wilger, Marcie ^a   Bisanz, Jeffrey ^d   Kamawar, Deepthi ^a  

^a CARLETON UNIVERSITY   (Canada)

^b TRENT UNIVERSITY   (Canada)

^c UNIVERSITY OF WINNIPEG   (Canada)

^d UNIVERSITY OF ALBERTA   (Canada)

Author keywords

Conceptual knowledge; Counting; Number; Procedural knowledge

Indexed keywords

ARTICLE; CHILD; COGNITION; CONCEPT FORMATION; DAY CARE; DECISION MAKING; FEMALE; HUMAN; MALE; MATHEMATICS; PRESCHOOL CHILD; SCHOOL;

CHILD; CHILD DAY CARE CENTERS; CHILD, PRESCHOOL; COGNITION; CONCEPT FORMATION; FEMALE; HUMANS; JUDGMENT; MALE; MATHEMATICS; SCHOOLS;

EID: 33644902060     PISSN: 00220965     EISSN: None     Source Type: Journal    
DOI: 10.1016/j.jecp.2005.11.002     Document Type: Article

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