The development and assessment of counting-based cardinal number concepts

Author:

Baroody Arthur J.ORCID,Lai MenglungORCID

Funder

Institute of Education Sciences

National Science Foundation

Publisher

Springer Science and Business Media LLC

Subject

Education,General Mathematics

Reference49 articles.

1. Barner, D., & Bachrach, A. (2010). Inference and exact numerical representation in early language development. Cognitive Psychology, 60, 40–62. https://doi.org/10.1016/j.cogpsych.2009.06.002

2. Baroody, A. J., Clements, D. H., & Sarama, J. (2021). Lessons learned from 10 experiments that tested the efficacy and assumptions of hypothetical learning trajectories Education Science, 12. https://doi.org/10.3390/educsci12030195

3. Baroody, A. J., Lai, M. L., & Mix, K. S. (2006). The development of young children’s number and operation sense and its implications for early childhood education. In B. Spodek & O. Saracho (Eds.), Handbook of research on the education of young children (pp. 187–221). Erlbaum.

4. Baroody, A. J., & Purpura, D. J. (2017). Early number and operations: Whole numbers. In J. Cai (Ed.), Compendium for research in mathematics education (pp. 308–354). National Council of Teachers of Mathematics.

5. Bakeman, R., & Quera, V. (2011). Sequential analysis and observational methods for the behavioral sciences. Cambridge University Press. https://doi.org/10.1017/CBO9781139017343

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