Attaching meaning to the number words: contributions of the object tracking and approximate number systems

Children's understanding of the quantities represented by number words (i.e., cardinality) is a surprisingly protracted but foundational step in their learning of formal mathematics. The development of cardinal knowledge is related to one or two core, inherent systems – the approximate number s...

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Veröffentlicht in:	Developmental science 2018-01, Vol.21 (1), p.n/a
Hauptverfasser:	vanMarle, Kristy, Chu, Felicia W., Mou, Yi, Seok, Jin H., Rouder, Jeffrey, Geary, David C.
Format:	Artikel
Sprache:	eng
Schlagworte:	Children Children & youth Cognitive Mapping Executive Function Intelligence Longitudinal Studies Mathematical models Mathematics Number Systems Prediction Preschool Children Vocabulary Development
Online-Zugang:	Volltext
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