Titlebook: Children’s Counting and Concepts of Number; Karen C. Fuson Book 1988 Springer Science+Business Media New York 1988 Action.Elaboration.deve

Reverie

https://doi.org/10.1007/978-1-4939-6481-9 in disorganized arrays and in circular arrays are discussed in chapter 4. The effects of several variables on correspondence errors for objects in rows are reported in chapter 5. The results from all three chapters are then summarized and discussed in chapter 6.

misanthrope

灰姑娘

泥土謙卑

Analysis of RNA Editing in Plastidsand cardinality that are established after the first simple ones and that enable children to devise increasingly sophisticated solution procedures for addition and subtraction are discussed in chapter 8. Chapter 9 outlines the roles counting plays in children’s construction of equivalence and order

Employee

Meng Wang,Cristina Rada,Michael S. Neuberger shifts from a dependence on perceptually available entities to progressive internalization and abstraction of these entities. The key representational change at each developmental level involves either a change in the kind of unit item the child is able to conceptualize or in the complexity of the

縮短

https://doi.org/10.1007/978-1-61779-018-8ss of situations is described; for each class there is a range of possible strategies available. For each class a developmental sequence of strategy use from age 2 to 8 is proposed. Literature supporting these sequences is reviewed.

Cabinet

Evgenia Ntini,Ulf Andersson Vang ?romrds are confined to use within a given kind of situation. A major aspect of the learning that occurs throughout the period from age 2 through 8 concerns the increasingly complex relationships between different kinds of situations.

Banister

鋼盔

nominal