Young Children's Interpretation of Multidigit Number Names: From Emerging Competence to Mastery

Autor/inn/en	Mix, Kelly S.; Prather, Richard W.; Smith, Linda B.; Stockton, Jerri DaSha
Titel	Young Children's Interpretation of Multidigit Number Names: From Emerging Competence to Mastery
Quelle	In: Child Development, 85 (2014) 3, S.1306-1319 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0009-3920
DOI	10.1111/cdev.12197
Schlagwörter	Young Children; Numeracy; Mathematical Concepts; Symbolic Learning; Symbols (Mathematics); Learning Processes; Prior Learning; Misconceptions; Competence + Suchen Sie Ihr Suchwort? Frühe Kindheit; Rechenkompetenz; Symboldidaktik; Learning process; Lernprozess; Vorkenntnisse; Missverständnis; Kompetenz
Abstract	This study assessed whether a sample of two hundred seven 3- to 7-year-olds could interpret multidigit numerals using simple identification and comparison tasks. Contrary to the view that young children do not understand place value, even 3-year-olds demonstrated some competence on these tasks. Ceiling was reached by first grade. When training was provided, there were significant gains, suggesting that children can improve their partial understandings with input. Findings add to what is known about the processes of symbolic development and the incidental learning that occurs prior to schooling, as well as specifying more precisely what place value misconceptions remain as children enter the educational system. (As Provided).
Anmerkungen	Wiley-Blackwell. 350 Main Street, Malden, MA 02148. Tel: 800-835-6770; Tel: 781-388-8598; Fax: 781-388-8232; e-mail: cs-journals@wiley.com; Web site: http://www.wiley.com/WileyCDA/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10