Number or Prenumber Foundational Experiences for Young Children: Must We Choose?.

Clements, Douglas H.; Callahan, Leroy G.

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Peer reviewed

ERIC Number: EJ287315

Record Type: Journal

Publication Date: 1983

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Number or Prenumber Foundational Experiences for Young Children: Must We Choose?

Clements, Douglas H.; Callahan, Leroy G.

Arithmetic Teacher, v31 n3 p34-37 Nov 1983

Recent research indicated that properly structured, meaningful counting activities can lead to improved performance in both number skills and logical operations. Suggested counting activities are then presented. (MNS)

Descriptors: Educational Research, Elementary Education, Elementary School Mathematics, Learning Activities, Mathematics Instruction, Number Concepts, Primary Education

Publication Type: Journal Articles; Guides - Classroom - Teacher

Education Level: N/A

Audience: Practitioners

Language: English

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