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Krajcsi, Attila; Reynvoet, Bert – Developmental Science, 2024
Initial acquisition of the first symbolic numbers is measured with the Give a Number (GaN) task. According to the classic method, it is assumed that children who know only 1, 2, 3, or 4 in the GaN task, (termed separately one-, two-, three-, and four-knowers, or collectively subset-knowers) have only a limited conceptual understanding of numbers.…
Descriptors: Numbers, Number Concepts, Symbols (Mathematics), Children
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Almagul Shintemirova; Samal Serikova; Ainur Yessetova; Akerke Irgebayeva; Nazgul Minaeva – Novitas-ROYAL (Research on Youth and Language), 2024
This study provides a multidimensional analysis of the structural and semantic peculiarities of phraseological units to identify the general, the similar, and the national-specific, which are different in terms of phraseological figurativeness. Most of the magical images and symbols became the basis of the symbolism of the numerals, which became…
Descriptors: Language Styles, Phrase Structure, Semantics, Number Concepts
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Brandon G. McMillan; Nicholas C. Johnson; Jennifer Ricketts Schexnayder – Mathematics Education Research Journal, 2024
The development of young children's counting has been extensively researched, yet detailed studies that examine development over multiple years are curiously absent from the literature. This research examined 15 preschoolers' (ages 3-4) use of number words as they engaged in two counting tasks, an oral counting task and counting a collection of 31…
Descriptors: Preschool Children, Young Children, Computation, Mathematics Skills
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Gibson, Dominic J.; Berkowitz, Talia; Butts, Jacob; Goldin-Meadow, Susan; Levine, Susan C. – Developmental Science, 2023
Researchers have long been interested in the origins of humans' understanding of symbolic number, focusing primarily on how children learn the meanings of number words (e.g., "one", "two", etc.). However, recent evidence indicates that children learn the meanings of number gestures before learning number words. In the present…
Descriptors: Number Concepts, Nonverbal Communication, Symbols (Mathematics), Knowledge Level
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dos Santos, César Frederico – Journal of Numerical Cognition, 2023
In the literature on numerical cognition, the presence of the capacity to distinguish between numerosities by attending to the number of items, rather than continuous properties of stimuli that correlate with it, is commonly taken as sufficient indication of numerical abilities in cognitive agents. However, this literature does not take into…
Descriptors: Number Concepts, Numeracy, Cognitive Ability, Mathematical Concepts
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Phillips, Matthew; Robb, Kayla; Shipman, Barbara A. – PRIMUS, 2023
In an interplay between the Fundamental Theorem of Arithmetic and topology, this paper presents material for a capstone seminar that expands on ideas from number theory, analysis, and linear algebra. It is designed to generate an immersive way of learning in which students discover new connections between familiar concepts, create definitions, and…
Descriptors: Capstone Experiences, Algebra, Mathematics Education, Mathematics Instruction
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Barkai, Ruthi; Levenson, Esther S.; Tsamir, Pessia; Tirosh, Dina – Research in Mathematics Education, 2023
Taking into consideration that young children engage with mathematics outside of the preschool classroom, this study focuses on adults' awareness of numerical ideas raised by young children without and with adult involvement. Ninety adults in Israel, the majority of whom were parents or grandparents of children aged 3-6 years, participated in this…
Descriptors: Adults, Numeracy, Preschool Children, Foreign Countries
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Angelika Kullberg; Camilla Björklund; Ulla Runesson Kempe – Educational Studies in Mathematics, 2024
The decomposition of numbers when solving subtraction tasks is regarded as more powerful than counting-based strategies. Still, many students fail to solve subtraction tasks despite using decomposition. To shed light upon this issue, we take a variation theoretical perspective (Marton, 2015) seeing learning as a function of discerning critical…
Descriptors: Subtraction, Number Concepts, Grade 2, Elementary School Students
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Carola Ruiz; Saskia Kohnen; Rebecca Bull – European Journal of Psychology of Education, 2024
Number line estimation has been found to be strongly related to mathematical reasoning concurrently and longitudinally. However, the relationship between number line estimation and mathematical reasoning might differ according to children's level of performance. This study investigates whether findings from previous studies that show number line…
Descriptors: Number Concepts, Computation, Mathematics Skills, Mathematical Logic
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Chan, Jenny Yun-Chen; Sera, Maria D.; Mazzocco, Michèle M. M. – Child Development, 2022
Relational language is thought to influence mathematical skills. This study examines the association between "relational language" and "number relation skills"--knowledge of cardinal, ordinal, and spatial principles--among 104 U.S. kindergartners (5.9 years; 44% boys; 37% White, 25% Black, 14% Asian, 24% other) in the 2017-2018…
Descriptors: Relationship, Language, Mathematics Skills, Number Concepts
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Peyser, Elizabeth E.; Bobo, Jessica – Mathematics Teacher: Learning and Teaching PK-12, 2022
Early mathematics plays an important role in introducing foundational concepts for number sense in children. One of the critical areas of learning is the establishment of a linear view of numbers. It is essential to create opportunities for young children to understand that numbers are equally spaced on the number line and that they increase in…
Descriptors: Number Concepts, Elementary School Mathematics, Arithmetic, Computation
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Baroody, Arthur J.; Lai, Menglung – Educational Studies in Mathematics, 2022
The give-"n" task is widely used in developmental psychology to indicate young children's knowledge or use of the cardinality principle (CP): the last number word used in the counting process indicates the total number of items in a collection. Fuson (1988) distinguished between the CP, which she called the count-cardinal concept, and…
Descriptors: Concept Formation, Number Concepts, Computation, Preschool Children
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Aulet, Lauren S.; Lourenco, Stella F. – Developmental Science, 2023
Accumulating evidence suggests that there is a spontaneous preference for numerical, compared to non-numerical (e.g., cumulative surface area), information. However, given a paucity of research on the perception of non-numerical magnitudes, it is unclear whether this preference reflects a specific bias towards number, or a general bias towards the…
Descriptors: Number Concepts, Mathematics Skills, Discrimination Learning, Preferences
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Çelen, Yeliz – Turkish Online Journal of Educational Technology - TOJET, 2023
Misconceptions occur as a result of learners' wrong beliefs and experiences, and because subsequent learning is built on these misconceptions, they cause new concepts to be learned incorrectly. Studies show that students have problems in making sense of many mathematical concepts in mathematics teaching processes and this situation can be…
Descriptors: Misconceptions, Grade 9, Number Concepts, Foreign Countries
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Voutsina, Chronoula; Stott, Debbie – Educational Studies in Mathematics, 2023
Supporting children's understanding of the everyday, cultural use of written numerals is highly significant, as it is this understanding that gives meaning to classroom conversations on the purposes of written numbers. This paper presents findings from a phenomenographic study of the qualitatively different ways in which 3-5-year-old children…
Descriptors: Preschool Children, Numbers, Number Concepts, Childrens Attitudes
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