Ecuadorian children’s repeating patterning abilities and its association with early mathematical abilities
Author:
Funder
Research Office of the University of Cuenca -DIUC-
Publisher
Springer Science and Business Media LLC
Subject
Developmental and Educational Psychology,Education
Link
https://link.springer.com/content/pdf/10.1007/s10212-020-00510-4.pdf
Reference42 articles.
1. Aunio, P., & Niemivirta, M. (2010). Predicting children’s mathematical performance in grade one by early numeracy. Learning and Individual Differences, 20(5), 427–435. https://doi.org/10.1016/j.lindif.2010.06.003.
2. Bojorque, G., Torbeyns, J., Moscoso, J., Van Nijlen, D., & Verschaffel, L. (2015). Early number and arithmetic performance of Ecuadorian 4-5-year-olds. Educational Studies, 41(5), 565–586. https://doi.org/10.1080/03055698.2015.1090302.
3. Bojorque, G., Torbeyns, J., Van Nijlen, D., & Verschaffel, L. (2018). Ecuadorian kindergartners’ numerical development: contribution of SES, quality of early mathematics education, and school type. Educação e Pesquisa, 44, 1–21.
4. Collins, M. A., & Laski, E. V. (2015). Preschoolers’ strategies for solving visual pattern tasks. Early Childhood Research Quarterly, 32, 204–214. https://doi.org/10.1016/j.ecresq.2015.04.004.
5. Fuson, K. C., & Li, Y. (2009). Cross-cultural issues in linguistic, visual-quantitative, and written-numeric supports for mathematical thinking. ZDM Mathematics Education, 41, 793–808. https://doi.org/10.1007/s11858-009-0183-7.
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