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One for you, two for me: quantitative sharing by young children

Abstract:

The current research aimed to examine children’s understanding of cardinality by looking at their ability to use several quantitative concepts that underpin this understanding: correspondence, counting and equivalence in the context of sharing. Understanding cardinality requires children to develop knowledge about the relations between these quantitative concepts which is important for the development of mathematical reasoning.

The first study aimed to investigate how flexibly child...

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Institution:
University of Oxford
Division:
SSD
Department:
Education
Research group:
Child Learning
Oxford college:
Lincoln College
Role:
Author

Contributors

Role:
Supervisor
Publication date:
2014
Type of award:
DPhil
Level of award:
Doctoral
Awarding institution:
Oxford University, UK
Language:
English
Subjects:
UUID:
uuid:bdf38c29-1fda-41ab-b1c1-c675bc1d39c4
Local pid:
ora:9747
Deposit date:
2015-01-15

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