The Effects of Number Language on First Graders' Conceptualization of Number and Ability to Count |
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abstract Asian asked base ten blocks base ten responses block representations Block Responses CALIFORN canonical chi-square child children counting children who count children's ability Chinese circling task conventional number conventional written Counters Irregular Counters counting string counting words CSD responses current study decade errors decade words Educational Psychology English number language English speakers entire number example experimenter five-tens Fuson Gelman Ginsburg groups of tens indicate individual digits instruction irregular counting group irregular group Kamii Kirs Mathematics Mathematics Education means multiunitary Noncanonical notation systems number language structure number understanding number words Numbers 14 numerical knowledge one-to-one responses place value poor counters pretest quantity Regular Counters Irregular regular language regular number language represented Resnick ryuk shown in Figure skipping errors Stigler subjects tally marks two-digit numbers U.S. children understanding of number understanding of two-digit unitary conceptual structure whole number written and spoken written number system young children