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ERIC Number: EJ572814
Record Type: CIJE
Publication Date: 1998
Pages: N/A
Abstractor: N/A
Reference Count: 0
ISSN: ISSN-0959-4752
Early Understandings of Numbers: Paths or Barriers to the Construction of New Understandings?
Hartnett, Patrice; Gelman, Rochel
Learning and Instruction, v8 n4 p341-74 Aug 1998
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)
Publication Type: Journal Articles; Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Note: Theme issues titled "Cognitive Development: Steps En Route to Educationally Relevant Developmental Cognitive Science." Research partly supported by a National Science Foundation Fellowship and National Science Foundation Grants BNS 89-16220 and DBS-9209741.