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Direct linkCheng, Zi-Juan – Journal of Mathematical Behavior, 2012
The ability to count has traditionally been considered an important milestone in children's development of number sense. However, using counting (e.g., counting on, counting all) strategies to solve addition problems is not the best way for children to achieve their full mathematical potential and to prepare them to develop more complex and…
Descriptors: Arithmetic, Young Children, Addition, Child Development
Peer reviewedBednarz, Nadine; Garnier, Catherine – Learning and Instruction, 1996
A teaching experiment involving 30 third graders investigated the transformation of their concepts of numbers. Observations of their notations and problem-solving procedures show development that progresses from a focus on states to a type of reasoning in which changes become quantifiable "objects of awareness." (SLD)
Descriptors: Addition, Child Development, Elementary School Students, Grade 3
