PRESCHOOL ORIGINS OF CROSS‐NATIONAL DIFFERENCES IN MATHEMATICAL COMPETENCE: The Role of Number‐Naming Systems

Psychological Science

Volumn 6, Issue 1, 1995, Pages 56-60

  Miller, Kevin F ^a,b   Smith, Catherine M ^a   Zhu, Jianjun ^c   Zhang, Houcan ^d  

^a Psychology Department ^*

^b UNIVERSITY OF ILLINOIS AT URBANA CHAMPAIGN   (United States)

^c Psychological Corporation ^*

^d BEIJING NORMAL UNIVERSITY   (China)

Author keywords

[No Author keywords available]

Indexed keywords

EID: 84995055007     PISSN: 09567976     EISSN: 14679280     Source Type: Journal    
DOI: 10.1111/j.1467-9280.1995.tb00305.x     Document Type: Article

References (22)

1. Relationship children construct among English number word, baseten blocks. and written multidigit addition
2. Effects of the system of number words and other cultural tools on children's addition and subtraction
3. Numerical cognition Locus of ability differences comparing children from China and the United States
4. Epegenetic foundation of knowledge structures Initial and transcendent construction
5. Aspects of counting in children's arithmetic
6. On the intelligence of Japanese and other Mongolod peoples
7. Counting in Chinese Cultural variation in a basic cognitive skill
8. The trouble with teens Accessing the structure of number names
9. Mathematics achievement as a function of language
10. Eflects of language characterstics on children's cognitive representation of number Cross‐national comparisons
11. The perils of averaging data over strateges An example from children's addition
12. Mathematics achievement of Chinese, Japanese, and American children
13. Curriculum and achievement in mathematics A study of elementary school children in Japan, Taiwan and the United States