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Exploring children’s thinking with and about numbers from a resources-based approach.
- Source :
- Early Child Development & Care; Jul2017, Vol. 187 Issue 7, p1123-1137, 15p, 2 Diagrams, 1 Chart
- Publication Year :
- 2017
-
Abstract
- The aim of this study is to achieve a deeper understanding of the repertoire of cognitive resources children can display in the process of learning numbers. Forty-two children attending Age 4 Kindergarten Class or Year-One in Argentina were individually interviewed, based on a semi-structured script requiring them to represent definite and indefinite quantities orally and notationally. Children’s responses throughout the interview were categorized according to Scope of conventional knowledge, Non-conventional responses, Playfulness and Progress. Results of a series of Classification Analyses showed three main classes, which capture the tension between using what is known and exploring novelties in order to represent numerical meanings. [ABSTRACT FROM AUTHOR]
Details
- Language :
- English
- ISSN :
- 03004430
- Volume :
- 187
- Issue :
- 7
- Database :
- Complementary Index
- Journal :
- Early Child Development & Care
- Publication Type :
- Academic Journal
- Accession number :
- 123591800
- Full Text :
- https://doi.org/10.1080/03004430.2016.1157789