Journal of Research in Childhood Education · 2013 · 10 citations · 16 references
EducationEarly Childhood EducationEducational PsychologyChild DevelopmentCognitive DevelopmentEarly NumeracyEarly Literacy SkillsNumber SenseNumeracy DevelopmentNumerical Cognition DevelopmentPreschool DevelopmentSimple AdditionAddition ConceptsEarly Numeracy AssessmentEarly Numerical CompetenceError Patterns In AdditionMixed Methods Research DesignNumber NamingQualitative Data CollectionRepeated Measures Anova
This study investigated preschool children's use of numeric and non-numeric symbols in early addition to determine whether children who were successful at adding two sets of dots would be less successful when one or both of the addends were represented by numerals. The sample consisted of 40 children enrolled in a licensed, urban preschool in the midwestern United States. A mixed-methods design was employed. Children drew cards with either two sets of dots, two numerals, or one of each, and represented the total with dinosaur counters. Repeated-measures ANOVA and post-hoc testing showed children scoring significantly higher (p < .0001) when adding dot combinations than when adding combinations with numerals. Qualitative data revealed common error sources involving numerals.
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Second Handbook of Research on Mathematics Teaching and Learning.
Frank Lester · 2007 · 3.1K citations
The Child's Conception of Number
E. A. Peel, J. Piaget · British Journal of Educational Studies · 1953 · 1.8K citations