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The Child's Understanding of Number.

By: Contributor(s): Material type: TextTextPublisher: Cambridge : Harvard University Press, 1978Copyright date: ©1986Edition: 1st edDescription: 1 online resource (278 pages)Content type:
  • text
Media type:
  • computer
Carrier type:
  • online resource
ISBN:
  • 9780674037533
Subject(s): Genre/Form: Additional physical formats: Print version:: The Child's Understanding of NumberDDC classification:
  • 372.7/2/044
LOC classification:
  • QA141
Online resources:
Contents:
Intro -- Contents -- 1. Focus on the Preschooler -- 2. Training Studies Reconsidered -- 3. More Capacity Than Meets the Eye: Direct Evidence -- 4. Number Concepts in the Preschooler? -- 5. What Numerosities Can the Young Child Represent? -- 6. How Do Young Children Obtain Their Representations of Numerosity? -- 7. The Counting Model -- 8. The Development of the How-To-Count Principles -- 9. The Abstraction and Order-Irrelevance Counting Principles -- 10. Reasoning about Number -- 11. Formal Arithmetic and the Young Child's Understanding of Number -- 12. What Develops and How -- Conclusions -- References -- Index.
Summary: The authors report the results of some half dozen years of research into when and how children acquire numerical skills. They provide a new set of answers to these questions, and overturn much of the traditional wisdom on the subject.
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Intro -- Contents -- 1. Focus on the Preschooler -- 2. Training Studies Reconsidered -- 3. More Capacity Than Meets the Eye: Direct Evidence -- 4. Number Concepts in the Preschooler? -- 5. What Numerosities Can the Young Child Represent? -- 6. How Do Young Children Obtain Their Representations of Numerosity? -- 7. The Counting Model -- 8. The Development of the How-To-Count Principles -- 9. The Abstraction and Order-Irrelevance Counting Principles -- 10. Reasoning about Number -- 11. Formal Arithmetic and the Young Child's Understanding of Number -- 12. What Develops and How -- Conclusions -- References -- Index.

The authors report the results of some half dozen years of research into when and how children acquire numerical skills. They provide a new set of answers to these questions, and overturn much of the traditional wisdom on the subject.

Description based on publisher supplied metadata and other sources.

Electronic reproduction. Ann Arbor, Michigan : ProQuest Ebook Central, 2024. Available via World Wide Web. Access may be limited to ProQuest Ebook Central affiliated libraries.

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