Descriptor
| Chinese | 1 |
| Cognitive Structures | 1 |
| Elementary Education | 1 |
| Elementary School Students | 1 |
| Japanese | 1 |
| Korean | 1 |
| Language Role | 1 |
| Mathematics Skills | 1 |
| North American English | 1 |
| Number Concepts | 1 |
Source
| Child Development | 1 |
Author
| Miura, Irene T. | 1 |
Publication Type
| Journal Articles | 1 |
| Reports - Research | 1 |
Education Level
Audience
| Researchers | 1 |
Location
| China | 1 |
| Japan | 1 |
| South Korea | 1 |
Laws, Policies, & Programs
Assessments and Surveys
What Works Clearinghouse Rating
Peer reviewedMiura, Irene T.; And Others – Child Development, 1988
Compares the cognitive representation of number of 24 American, 25 Chinese, 24 Japanese, and 40 Korean first-graders, and 20 Korean kindergartners. Chinese, Japanese, and Korean children preferred to use a construction of tens and ones to show numbers, whereas English-speaking children preferred to use a collection of units. (RJC)
Descriptors: Chinese, Cognitive Structures, Elementary Education, Elementary School Students
