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Children’s Counting and Concepts of Number

Overview of attention for book
Cover of 'Children’s Counting and Concepts of Number'

Table of Contents

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    Book Overview
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    Chapter 1 Introduction and Overview of Different Uses of Number Words
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    Chapter 2 The Number-Word Sequence: An Overview of Its Acquisition and Elaboration
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    Chapter 3 Correspondence Errors in Children’s Counting
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    Chapter 4 Effects of Object Arrangement on Counting Correspondence Errors and on the Indicating Act
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    Chapter 5 Effects of Object Variables and Age of Counter on Correspondence Errors Made When Counting Objects in Rows
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    Chapter 6 Correspondence Errors in Children’s Counting: A Summary
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    Chapter 7 Children’s Early Knowledge About Relationships Between Counting and Cardinality
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    Chapter 8 Later Conceptual Relationships Between Counting and Cardinality: Addition and Subtraction of Cardinal Numbers
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    Chapter 9 Uses of Counting and Matching in Cardinal Equivalence Situations: Equivalence and Order Relations on Cardinal Numbers
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    Chapter 10 Early Relationships Among Sequence Number Words, Counting Correspondence, and Cardinality
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    Chapter 11 An Overview of Changes in Children’s Number Word Concepts From Age 2 Through 8
Attention for Chapter 10: Early Relationships Among Sequence Number Words, Counting Correspondence, and Cardinality
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Citations

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Chapter title
Early Relationships Among Sequence Number Words, Counting Correspondence, and Cardinality
Chapter number 10
Book title
Children’s Counting and Concepts of Number
Published by
Springer, New York, NY, January 1988
DOI 10.1007/978-1-4612-3754-9_10
Book ISBNs
978-1-4612-8335-5, 978-1-4612-3754-9
Authors

Karen C. Fuson

View on publisher site
Mendeley readers

Mendeley readers

The data shown below were compiled from readership statistics for 2 Mendeley readers of this research output. Click here to see the associated Mendeley record.

Geographical breakdown

Country Count As %
Unknown 2 100%

Demographic breakdown

Readers by professional status Count As %
Student > Ph. D. Student 1 50%
Unknown 1 50%
Readers by discipline Count As %
Psychology 1 50%
Unknown 1 50%

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