Does use of a hypothetical learning progression promote learning of the cardinal-count concept and give-n performance?-Reference-Cited by-同舟云学术

登录注册会员服务联系我们

Does use of a hypothetical learning progression promote learning of the cardinal-count concept and give-n performance?

Published:2024-12 Issue: Volume:76 Page:101178
ISSN:0732-3123
Container-title:The Journal of Mathematical Behavior
language:en
Short-container-title:The Journal of Mathematical Behavior

Author:

Baroody Arthur J.,Clements Douglas H.,Sarama Julie

Funder

Institute of Education Sciences

National Science Foundation

Publisher

Elsevier BV

Reference56 articles.

1. Why do we teach children so little mathematics? Some historical considerations;Balfanz,1999

2. Curricular approaches to introducing subtraction and fostering fluency with basic differences in grade 1;Baroody,2016

3. Using number and arithmetic instruction as abasis for fostering mathematical reasoning;Baroody,2016

4. The development and assessment of counting-based cardinal-number concepts;Baroody;Educational Studies in Mathematics,2022

5. The development and assessment of early cardinal-number concepts;Baroody;Journal of Numerical Cognition,2023

同舟云学术

1.学者识别学者识别

2.学术分析学术分析

3.人才评估人才评估

"同舟云学术"是以全球学者为主线，采集、加工和组织学术论文而形成的新型学术文献查询和分析系统，可以对全球学者进行文献检索和人才价值评估。用户可以通过关注某些学科领域的顶尖人物而持续追踪该领域的学科进展和研究前沿。经过近期的数据扩容，当前同舟云学术共收录了国内外主流学术期刊6万余种，收集的期刊论文及会议论文总量共计约1.5亿篇，并以每天添加12000余篇中外论文的速度递增。我们也可以为用户提供个性化、定制化的学者数据。欢迎来电咨询！咨询电话：010-8811{复制后删除}0370

www.globalauthorid.com

TOP