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| Learning and Instruction | 3 |
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| Beishuizen, M. | 1 |
| Bermejo, Vicente | 1 |
| Hannula, Minna M. | 1 |
| Lehtinen, Erno | 1 |
| Morales, Soledad | 1 |
| deOsuna, Jenny Garcia | 1 |
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| Journal Articles | 3 |
| Reports - Research | 2 |
| Reports - Evaluative | 1 |
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| Early Childhood Education | 1 |
| Elementary Education | 1 |
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Direct linkHannula, Minna M.; Lehtinen, Erno – Learning and Instruction, 2005
Two studies were conducted to investigate, firstly, children's focusing on the aspect of numerosity in utilizing enumeration in action, and, secondly, whether children's Spontaneous Focusing on Numerosity (SFON) is related to their counting development. The longitudinal data of 39 children from the age of 3.5 to 6 years showed individual…
Descriptors: Young Children, Foreign Countries, Mathematics Skills, Numeracy
Bermejo, Vicente; Morales, Soledad; deOsuna, Jenny Garcia – Learning and Instruction, 2004
In this study, we use children's prior knowledge to support their development of cardinality understanding, based on Bermejo's (1996) model of cardinality understanding and on the distinction between cardinality (the number of items in a set is represented by a number-word) and the cardinality principle (the last number-word used in counting…
Descriptors: Prior Learning, Number Concepts, Computation, Child Development
Peer reviewedBeishuizen, M.; And Others – Learning and Instruction, 1997
Mental arithmetic strategies were studied with 91 Dutch third graders who computed by splitting off 10s and units in both numbers or counting by 10s up or down from the first unsplit number. Results reveal flexibility in changing between and within strategy use. Implications for instruction are discussed. (SLD)
Descriptors: Arithmetic, Cognitive Processes, Elementary Education, Elementary School Students
