An Analysis of the Relation between Sequence Counting and Knowledge of Place Value in the Early Years of School.

Boulton-Lewis, Gillian M.

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Peer reviewed

ERIC Number: EJ496871

Record Type: Journal

Publication Date: 1993

Pages: N/A

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ISSN: ISSN-1033-2170

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An Analysis of the Relation between Sequence Counting and Knowledge of Place Value in the Early Years of School.

Boulton-Lewis, Gillian M.

Mathematics Education Research Journal, v5 n2 p94-106 Dec 1993

Interviews with (n=55) children and their teachers in years one, two, and three showed a closer association between knowledge of place value and levels of counting than between levels of counting and the ability to explain the counting sequence. (13 references) (MKR)

Descriptors: Cognitive Development, Computation, Concept Formation, Elementary Education, Elementary School Students, Foreign Countries, Interviews, Mathematics Education, Mathematics Instruction, Mathematics Teachers, Models, Number Concepts, Place Value

Publication Type: Reports - Research; Journal Articles

Education Level: N/A

Audience: N/A

Language: English

Sponsor: N/A

Authoring Institution: N/A

Identifiers - Location: Australia

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Author Affiliations: N/A