Early Conceptual Understanding of Cardinality Predicts Superior School-Entry Number-System Knowledge
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DOI: 10.1177/0956797617729817
Abstract: We demonstrate a link between preschoolers’ quantitative competencies and their school-entry knowledge of the relations among numbers (number-system knowledge). The quantitative competencies of 141 children (69 boys) were assessed at the beginning of preschool and… read more here.
Keywords: number system; number; system knowledge; school entry ... See more keywords