An analysis of the relation between sequence counting and knowledge of place value in the early years of school

Author:

Boulton-Lewis Gillian M.

Publisher

Springer Science and Business Media LLC

Subject

Education,General Mathematics

Reference13 articles.

1. Bell, G. (1990). Language and counting: Some recent results.Mathematics Education Research Journal, 2(1), 1–14.

2. Boulton-Lewis, G. M., & Halford, G. S. (1992). The processing loads of young children’s and teachers’ representations of place value and implications for teaching.Mathematics Education Research Journal, 4(1), 1–23.

3. Boulton-Lewis, G. M. (1993). Young children’s representations and strategies for subtraction.British Journal of Educational Psychology, 63, 61–76.

4. Fuson, K. F., & Hall, J. W. (1983). The acquisition of early number word meanings: A conceptual analysis and review. In H. P. Ginsburg (Ed.),The development of mathematical thinking (pp. 49–107). Orlando, Florida: Academic Press.

5. Fuson, K. F. (1988).Children’s counting and concepts of number. New York: Springer Verlag.

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