<i>Groupitizing</i> reflects conceptual developments in math cognition and inequities in math achievement from childhood through adolescence-Reference-Cited by-同舟云学术

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Groupitizing reflects conceptual developments in math cognition and inequities in math achievement from childhood through adolescence

Published:2022-12-09 Issue:2 Volume:94 Page:335-347
ISSN:0009-3920
Container-title:Child Development
language:en
Short-container-title:Child Development

Author:

Guillaume Mathieu¹^ORCID,Roy Ethan¹^ORCID,Van Rinsveld Amandine¹^ORCID,Starkey Gillian S.²^ORCID,Uncapher Melina R.³^ORCID,McCandliss Bruce D.¹^ORCID,

Affiliation:

1. Graduate School of Education Stanford University Stanford California USA

2. Center for Psychology, Goucher College Baltimore Maryland USA

3. Department of Neurology, Weill Institute for Neurosciences University of California San Francisco California USA

Funder

National Science Foundation of Sri Lanka

Publisher

Wiley

Subject

Developmental and Educational Psychology,Education,Pediatrics, Perinatology and Child Health

Link

https://onlinelibrary.wiley.com/doi/pdf/10.1111/cdev.13859

Reference55 articles.

1. The Middle School Experience

2. Simultaneous and sequential subitizing are separate systems, and neither predicts math abilities

3. Groupitizing Improves Estimation of Numerosity of Auditory Sequences

4. The Early Education of Socioeconomically Disadvantaged Children

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