The role of number words in preschoolers’ addition concepts and problem-solving procedures

Author(s): Patel, Pooja; Canobi, Katherine Helen
Date Issued: March 2010
Description: An examination of the relationship between conceptual understanding of mathematics’ commutative and associative properties and procedural skills, an examination of the relationship between those skills and ages of children, and a study of the relationship between the role of the integration or absence of number words and concrete references to problem solving ability on a task, for 18 3- and 4-year-olds and 24 4- and 5-year-olds from two preschools and four child care centers in Australia
show entire record ↓
Journal Title: Educational Psychology
Volume Number: 30
Issue Number: 2
Page Range: 107-124
Topics: Children & Child Development > Child Development & School Readiness > Early Math/Numeracy

International Child Care & Early Education > Single-Country Studies
Country: Australia
ISSN: 1469-5820 Electronic
0144-3410 Paper
Peer Reviewed: yes
hide record ↑


More Like This

what is this? These resources were found by comparing the title, description, and topics of the currently selected resource to the rest of the Research Connections holdings.

Preschool quality and the development of children from economically disadvantaged families in India Reports & Papers
Instructional support predicts children's task avoidance in kindergarten Reports & Papers
Instruction in Spanish in pre-kindergarten classrooms and child outcomes for English language learners Reports & Papers
Developmental dynamics between mathematical performance, task motivation, and teachers' goals during the transition to primary school Reports & Papers
The role of parents as formal math instructors of prekindergarten children Reports & Papers

Disclaimer: Use of the above resource is governed by Research Connections' Terms of Use.

Research Connections is supported by grant #90YE0104 from the Office of Planning, Research and Evaluation, Administration for Children and Families, U.S. Department of Health and Human Services. The contents are solely the responsibility of the National Center for Children in Poverty and the Inter-university Consortium for Political and Social Research and do not necessarily represent the official views of the Office of Planning, Research and Evaluation, the Administration for Children and Families, or the U.S. Department of Health and Human Services.

Google Translate