Add to ORKGThis chapter discusses counting, in particular, what it is and why it matters. It is part of a collection of chapters which provide an accessible guide to a wide range of research evidence about the teaching and learning of early number
A sample of 55 children in Years 1, 2 and 3 in three suburban schools in low, medium and high socioe...
International audienceWhen parents and educators think about numeracy and how to help children's use...
This book offers a theory for the analysis of how children learn and are taught about whole numbers....
In this chapter, we start by defining what it means to be a counter and then explain what children n...
The following chapter outlines a typical developmental trajectory of children’s early number knowled...
This study explored the conceptual basis for the cardinal principle of counting. The Give-N task was...
In the last twenty years research on children’s acquisition of numerical skills and concepts has bee...
This paper examines how and when children come to understand the way in which counting determines nu...
Attention to early childhood mathematicsinstructional strategies has sharpened due to the rela?tivel...
We present a model of how counting is learned based on the ability to perform a series of specific s...
This chapter describes some key aspects of early number learning critical to the development of numb...
This study aimed to describe the counting processes of counting all and counting in early childhood ...
The theoretical part of the thesis presents the history of counting, outlines research undertaken so...
The purpose of the study was to infer the Scottish HMI view of what is meant by Numeracy given the c...
Children learn about number by talking and doing. This book offers closely observed accounts of what...
A sample of 55 children in Years 1, 2 and 3 in three suburban schools in low, medium and high socioe...
International audienceWhen parents and educators think about numeracy and how to help children's use...
This book offers a theory for the analysis of how children learn and are taught about whole numbers....
In this chapter, we start by defining what it means to be a counter and then explain what children n...
The following chapter outlines a typical developmental trajectory of children’s early number knowled...
This study explored the conceptual basis for the cardinal principle of counting. The Give-N task was...
In the last twenty years research on children’s acquisition of numerical skills and concepts has bee...
This paper examines how and when children come to understand the way in which counting determines nu...
Attention to early childhood mathematicsinstructional strategies has sharpened due to the rela?tivel...
We present a model of how counting is learned based on the ability to perform a series of specific s...
This chapter describes some key aspects of early number learning critical to the development of numb...
This study aimed to describe the counting processes of counting all and counting in early childhood ...
The theoretical part of the thesis presents the history of counting, outlines research undertaken so...
The purpose of the study was to infer the Scottish HMI view of what is meant by Numeracy given the c...
Children learn about number by talking and doing. This book offers closely observed accounts of what...
A sample of 55 children in Years 1, 2 and 3 in three suburban schools in low, medium and high socioe...
International audienceWhen parents and educators think about numeracy and how to help children's use...
This book offers a theory for the analysis of how children learn and are taught about whole numbers....