Cardinal number and its representation: skills, concepts and contexts

Author(s): Rogers, Jennifer P.;
Date Issued: February 2008
Publisher(s): Routledge (Firm)
Description: A study of children’s abilities to use spoken and written cardinal numbers in activities requiring problem-solving, in a sample of 167 children, aged 36-62 months, from England, Sweden, and Japan
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Journal Title: Early Child Development and Care
Volume Number: 178
Issue Number: 2
Page Range: 211-225
Topics: International Child Care & Early Education > Cross-National Comparisons

Programs, Interventions & Curricula > Interventions/Curricula > Early Math/Numeracy
Country: England, Japan, Sweden
ISSN: 0300-4430 Paper
1476-8275 Online
Peer Reviewed: yes
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