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Children’s Counting and Concepts of Number
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Author(s):
Karen C. Fuson
Publication date
(Print):
1988
Publisher:
Springer New York
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Author and book information
Book
ISBN (Print):
978-1-4612-8335-5
ISBN (Electronic):
978-1-4612-3754-9
Publication date (Print):
1988
DOI:
10.1007/978-1-4612-3754-9
SO-VID:
40be7cc9-4cb0-40ac-a11e-30404c77fef2
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http://www.springer.com/tdm
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Book chapters
pp. 3
Introduction and Overview of Different Uses of Number Words
pp. 33
The Number-Word Sequence: An Overview of Its Acquisition and Elaboration
pp. 63
Correspondence Errors in Children’s Counting
pp. 93
Effects of Object Arrangement on Counting Correspondence Errors and on the Indicating Act
pp. 129
Effects of Object Variables and Age of Counter on Correspondence Errors Made When Counting Objects in Rows
pp. 175
Correspondence Errors in Children’s Counting: A Summary
pp. 205
Children’s Early Knowledge About Relationships Between Counting and Cardinality
pp. 247
Later Conceptual Relationships Between Counting and Cardinality: Addition and Subtraction of Cardinal Numbers
pp. 299
Uses of Counting and Matching in Cardinal Equivalence Situations: Equivalence and Order Relations on Cardinal Numbers
pp. 371
Early Relationships Among Sequence Number Words, Counting Correspondence, and Cardinality
pp. 403
An Overview of Changes in Children’s Number Word Concepts From Age 2 Through 8
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