Math on the Brain: Seven Principles from Neuroscience for Early Childhood Educators
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Publisher
Springer Science and Business Media LLC
Link
https://link.springer.com/content/pdf/10.1007/s10643-024-01656-2.pdf
Reference55 articles.
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2. Anobile, G., Arrighi, R., & Burr, D. C. (2019). Simultaneous and sequential subitizing are separate systems, and neither predicts math abilities. Journal of Experimental Child Psychology, 178, 86–103. https://doi.org/10.1016/j.jecp.2018.09.017.
3. Ansari, D., & Dhital, B. (2006). Age-related changes in the activation of the intraparietal sulcus during nonsymbolic magnitude processing: An event-related functional magnetic resonance imaging study. Journal of Cognitive Neuroscience, 18(11), 1820–1828. https://doi.org/10.1162/jocn.2006.18.11.1820.
4. Barrocas, R., Roesch, S., Gawrilow, C., & Moeller, K. (2020). Putting a finger on numerical development–reviewing the contributions of kindergarten finger gnosis and fine motor skills to numerical abilities. Frontiers in Psychology, 11, 1012. https://doi.org/10.3389/fpsyg.2020.01012.
5. Berteletti, I., & Booth, J. R. (2015). Perceiving fingers in single-digit arithmetic problems. Frontiers in Psychology, 6, 226. https://doi.org/10.3389/fpsyg.2015.00226.
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