Counting Knowledge and Skill in Cognitive Addition: A Comparison of Normal and Mathematically Disabled Children.

Geary, David C.; And Others

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Peer reviewed

ERIC Number: EJ456292

Record Type: Journal

Publication Date: 1992

Pages: N/A

Abstractor: N/A

ISBN: N/A

ISSN: ISSN-0022-0965

EISSN: N/A

Counting Knowledge and Skill in Cognitive Addition: A Comparison of Normal and Mathematically Disabled Children.

Geary, David C.; And Others

Journal of Experimental Child Psychology, v54 n3 p372-91 Dec 1992

Examined the relationship between counting knowledge and computational skills for 13 mathematically disabled (MD) first graders who showed a delay in acquiring mathematical skills and 24 nondisabled first graders. MD children's immature counting knowledge and poor skills at detecting counting errors underlay their poor computational skills on an addition task. (LB)

Descriptors: Addition, Comparative Analysis, Computation, Elementary School Students, Grade 1, Knowledge Level, Mathematics Skills, Primary Education

Publication Type: Journal Articles; Reports - Research

Education Level: N/A

Audience: N/A

Language: English

Sponsor: N/A

Authoring Institution: N/A

Grant or Contract Numbers: N/A