Recent Cognitive Theories Applied to Sequential Length Measuring Knowledge in Young Children.

Boulton-Lewis, Gillian M.

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Peer reviewed

ERIC Number: EJ380487

Record Type: Journal

Publication Date: 1987

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Recent Cognitive Theories Applied to Sequential Length Measuring Knowledge in Young Children.

Boulton-Lewis, Gillian M.

British Journal of Educational Psychology, v57 pt3 p330-42 Nov 1987

Describes study of elementary school children in Australia which was designed to determine their sequential knowledge of measuring length and to apply recent cognitive theories to predict the sequence of development of knowledge. Recent literature is reviewed, information processing skills are discussed, and skills required for measuring length are examined. (49 references) (LRW)

Descriptors: Cognitive Development, Cognitive Processes, Developed Nations, Elementary Education, Epistemology, Foreign Countries, Literature Reviews, Mathematics Curriculum, Mathematics Skills, Measurement, Sequential Learning

Publication Type: Journal Articles; Information Analyses; Reports - Research

Education Level: N/A

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Language: English

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Authoring Institution: N/A

Identifiers - Location: Australia

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Author Affiliations: N/A