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

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Children’s Early Knowledge About Relationships Between Counting and Cardinalitych a single number word is applied, as in “I have five people in my family.”) or it is a counting situation (in which counting is carried out but with no end result). A very important step is taken when children first begin to connect counting and cardinal meanings, when children first indicate that

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An Overview of Changes in Children’s Number Word Concepts From Age 2 Through 8erent kinds of situations: cardinal, measure, ordinal, counting, sequence, symbolic (numeral), and nonnumerical situations. These uses are described in chapter 1. In English the same number words are used for six of these kinds of situations. For ordinal situations, special ordinal modifications of

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Birke Andrea Tews,Gregor Meyersrds requires many different conceptual structures. These conceptual structures are built over a number of years and move from quite simple to quite complex. Children’s increasing ability to use number words correctly provides an interesting domain of study in which cognitive development, language, a

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https://doi.org/10.1007/978-1-4939-6481-9orrespondence errors in counting based on that analysis, and (3) a developmental description of correspondence errors in terms of that category system. The data are from observations of a large sample of children from 3./. to 6 years of age. The analysis of counting and the empirical results are per

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