Description:
A study of children?s understanding of numerical magnitudes, examining their transition from ordinal estimations to continual measurements on number lines, and the effects on this transition of a method of categorizing numbers by size, using a sample of 40 kindergarteners and 90 children in grades K-2 from public schools in the Pittsburgh area
Resource Type:
Reports & Papers
Publisher(s):
Country:
United States
State(s)/Territories/Tribal Nation(s):
Pennsylvania