Literaturnachweis - Detailanzeige
Autor/inn/en | Hartnett, Patrice; Gelman, Rochel |
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Titel | Early Understandings of Numbers: Paths or Barriers to the Construction of New Understandings? |
Quelle | In: Learning and Instruction, 8 (1998) 4, S.341-74Infoseite zur Zeitschrift |
Beigaben | Tabellen |
Sprache | englisch |
Dokumenttyp | gedruckt; Zeitschriftenaufsatz |
ISSN | 0959-4752 |
Schlagwörter | Addition; Age Differences; Computation; Concept Formation; Constructivism (Learning); Fractions; Primary Education; Prior Learning; Young Children |
Abstract | Two studies involving 110 and 91 children aged 5 to 7 years show that children's knowledge of counting and addition facilitated their acquisition of a concept not taught in school, that every number has a natural successor (Successor Principle). Even the oldest children could not rank order correctly numbers that contained fractional notations. (SLD) |
Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
Update | 2004/1/01 |