Titlebook: Early Fraction Learning; Robert P. Hunting,Gary Davis Book 1991 Springer-Verlag New York, Inc. 1991 Entwicklungspsychologie.Mathematik.lea

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E. Wieland,R. D?hn,X. Gaona,N. Macé,J. Titsfair shares occur, for example, when young children perceive a need in their play activities to distribute discrete items evenly? Or is the dealing strategy largely an artifact of structured clinical interviews? In this short chapter we will give some evidence that spontaneous sharing by dealing is,

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Cementation in Dental Implantologyusing a dealing strategy, seemed to me to require further investigation. After all, dealing is sufficient in itself to establish fair shares, and counting is not required. I was particularly interested in the question of whether the children in the study reported in Chapter 2 were aware that dealing

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d in school settings. The first project involved a small group of early childhood teachers who used critical tasks adapted from research to conduct personal investigations in their own classrooms. These teachers were enabled to observe and share together different responses of children, and interpre

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Are There Alternatives to the Census?, (Ginsburg & Opper, 1969). Neither of the two most widely used research methods of that time - naturalistic observation or standardised testing - were considered suitable for studying children’s cognitive functioning.

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Audrius Brid?ius,Vladas Vansevi?ius the assertions we make here are self-evident truths - far from it. Rather they are general background principles that have guided us in our own understanding of what it was we were looking for, and how we would know when we found it. In this sense, this account of our “theory of knowledge” as it ap

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Book 1991Early Fraction learning is centrally of interest to studentsand researchersin mathematics education, tackling as itdoes one of that discipline‘s most vexing problems: why arefractions so difficult to learn and to teach?