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The Child's Conception of Number

https://doi.org/10.2307/3118763
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CONSERVATION OF NUMBER AMONG FOUR AND FIVE YEAR OLD CHILDREN: SOME METHODOLOGICAL CONSIDERATIONS
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CONSERVATION OF NUMBER IN VERY YOUNG CHILDREN1
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ON THE DEVELOPMENT OF MORE AND LESS1
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DIALECTIC OPERATIONS: THE FINAL PERIOD OF COGNITIVE DEVELOPMENT1
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THE ROLE OF NEGATION IN CONSERVATION ACQUISITION: EVIDENCE FROM JUSTIFICATIONS AND CLINICAL‐TYPE PROBING1
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PARENTAL DISTANCING, BELIEFS AND CHILDREN'S REPRESENTATIONAL COMPETENCE WITHIN THE FAMILY CONTEXT
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APPENDIX B: CHILD ASSESSMENT BATTERY ADMINISTRATION AND SCORING MANUAL
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Mathematics Education for Young Children: What It is and How to Promote It
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Families' engagement with young children's science and technology learning at home
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Framing in cognitive clinical interviews about intuitive science knowledge: Dynamic student understandings of the discourse interaction
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Scientific literacy begins in the elementary school
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Effects of instruction on the concept of conservation of substance
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A rationale for science in early childhood education
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Children's understanding of “all” and “some”
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Hierarchical solution models of speed problems
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The effectiveness of cue fading in teaching kindergarten children to serial order
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Some factors affecting the use of the science process skill of prediction by elementary school children
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Conservation reasoning avility and prrformation on BSCS blue vrsion examinations
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The scaling of six topological piagetian groupings, as well as the effect that certain selected variables have on the attainment of these groupings and some of their homologs in the logical domain
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Experimental results of teaching first grade children strategies for nonvisual seriation
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The developmental learning paradigm
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Profound Developmental Dyscalculia: Evidence for a Cardinal/Ordinal Skills Acquisition Device
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The Development of Ordinal Numerical Competence in Young Children
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Infants' Discrimination of Number vs. Continuous Extent
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Developmental Psychology and the Biophilia Hypothesis: Children's Affiliation with Nature
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What Piaget Learned from Frege
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Kohlberg and Piaget on Stages and Moral Reasoning
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Even More Precisely Assessing Children's Understanding of the Order-Irrelevance Principle
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Developmental Sequences in Class Reasoning and Propositional Reasoning
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Children's Understanding of the Relation between Addition and Subtraction: Inversion, Identity, and Decomposition
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Preschoolers' Recognition of Numerical Equivalence: Sequential Sets
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The Development of Automaticity in Accessing Number Magnitude
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Development of Cognitive Averaging: When Light and Light Make Dark
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The Development of Internal Representations of Magnitude and Their Association with Arabic Numerals
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Age, Memory Load, and Individual Differences in Working Memory as Determinants of Class-Inclusion Reasoning
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How Mathematics Teaching Develops Pupils’ Reasoning Systems
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Macroadapting Animalwatch to Gender and Cognitive Differences with Respect to Hint Interactivity and Symbolism
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The schema mechanism
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Beginnings: Inquiry Practices: How Can They Be Taught Well?
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Understanding Mathematical Giftedness: Integrating Self, Action Repertoires and the Environment
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Mathematical Knowledge and Practices Resulting from Access to Digital Technologies
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Articulation of the Reorganization Hypothesis
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Gender Identity and Stereotyping in Early and Middle Childhood
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Lateralization and Developing Cognition
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Formal Representation of Qualitative and Quantitative Reversible Operations
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Geometric Methods in Developmental Research
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Why Some Children Don’t Conserve: Implications for Early Childhood Education
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Application of Piagetian Theory to Remediation of Reasoning
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Information-Processing Tendencies in Recent Experiments in Cognitive Learning
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Cognitive Development During and After the Preconceptual Period
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Environment, Experience, and Equilibration
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Structural-Developmental Research in Music: Conservation and Representation
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Conservation—Nonconservation: Alternative Explanations
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The Development of Quantity Concepts: Perceptual and Linguistic Factors
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Working-Memory Systems and Cognitive Development
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The Programmer’s Burden: Developing Expertise in Programming
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Cognition in Child and Adolescent Behavior Disorders
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Cognitive Development and Children’s Understanding of Personal Finance
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Early Enhancement of Kindergarten Children Potentially at Risk in Learning School Mathematics—Design and Findings of an Intervention Study
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From Piaget’s Theory to APOS Theory: Reflective Abstraction in Learning Mathematics and the Historical Development of APOS Theory
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The Growth of Cognitive Structure in Monkeys and Men
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A Comparison of the Conservation Acquisition of Mentally Retarded and Nonretarded Children
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On the Meaning of Nonconservation
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The Future of Formal Thought Research: The Study of Analogy and Metaphor
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Early Education and Piagetian Theory
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The Relationship between Parental Distancing Strategies and the Child’s Cognitive Behavior
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Path-Referenced Assessment of Individual Differences
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Mathematics in Action
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Discerning a Progression in Conceptions of Magnitude During Children’s Construction of Number
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Task-Based Interviews in Mathematics Education
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Constructivism in Mathematics Education
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Constructivist Teaching Experiment
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From Biological Brain to Mathematical Mind: The Long-Term Evolution of Mathematical Thinking
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Kindergarten Teachers’ Stories About Young Children’s Problem Posing and Problem Solving
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Smedslund and the Psychological Style of Reasoning
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The Social Packaging of Mathematical Learning in Schools
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Neurocognitive Aspects of Mathematical Achievement in Children
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Mandarin Children’s Acquisition of Numeral Container Classifier Phrases
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Handbook of Cognitive Mathematics
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Blending Theory and Mathematical Cognition
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Number Systems as Models of Quantitative Relations
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Modeling Quantitative and Covariational Reasoning
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Figurative and Operative Imagery: Essential Aspects of Reflection in the Development of Schemes and Meanings
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On the Diversity and Multiplicity of Theories in Mathematics Education
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Investigating the Potential of the Home Learning Environment for Early Mathematics Learning: First Results of an Intervention Study with Kindergarten Children
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Developing Virtual Mathematics Manipulatives: The SAMAP Project
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Early Mathematics Skill Development, Low Performance, and Parental Support in the Finnish Context
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Whole Number Thinking, Learning and Development: Neuro-cognitive, Cognitive and Developmental Approaches
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What Sort of Information-Processing Machinery Could Ancient Geometers Have Used?
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Introduction
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Abstract and imaginary objects
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Entwicklung begrifflichen Wissens: Kernwissenstheorien
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Language Acquisition and Development of Children’s “bigger” and “more” Judgements
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Mittleres Kindesalter – ein bedeutsamer Übergang
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REKENEN
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KENNIS EN INZICHT
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A Journey in Mathematics Education Research
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The Lacanian Subject of Mathematical Learning
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Calculus Teaching and Learning
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Constructivist Teaching Experiment
inferred← citeshttps://doi.org/10.1007/978-94-007-6440-8_10openalex-snapshot
Communicating About Number: Fostering Young Children’s Mathematical Orientation in the World
inferred← citeshttps://doi.org/10.1007/978-94-007-6440-8_6openalex-snapshot
Cognitive Guidelines for the Design and Evaluation of Early Mathematics Software: The Example of MathemAntics
inferred← citeshttps://doi.org/10.1007/978-94-009-1465-0_4openalex-snapshot
Using and Applying Mathematics in Education
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Motor Development in Children: Aspects of Coordination and Control
inferred← citeshttps://doi.org/10.1007/978-94-009-4460-2_21openalex-snapshot
Action and Cognition
inferred← citeshttps://doi.org/10.1007/978-94-009-7737-2_2openalex-snapshot
Parents’ Sex Role Attitudes and Children’s Concepts of Femininity and Masculinity
inferred← citeshttps://doi.org/10.1007/978-94-010-2128-9_16openalex-snapshot
Theory of Language and Philosophy of Science as Instruments of Educational Reform: Wittgenstein and Popper as Austrian Schoolteachers
inferred← citeshttps://doi.org/10.1007/978-94-010-9321-7_3openalex-snapshot
From Regularities to Proportionalities
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Aspects of development: I
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Representation and Meaning
inferred← citeshttps://doi.org/10.1007/978-94-015-8624-5_6openalex-snapshot
Preliminary Remarks on the Relationship of the Principles of Teaching Arithmetic to the Early History of Mathematics
inferred← citeshttps://doi.org/10.1007/978-94-015-8624-5_9openalex-snapshot
On the Relationship between Ontogenesis and Historiogenesis of the Number Concept
inferred← citeshttps://doi.org/10.1007/978-94-017-3194-2_4openalex-snapshot
The Mathematization of Young Children’s Language
inferred← citeshttps://doi.org/10.1007/978-94-017-9505-0_9openalex-snapshot
Physical-Knowledge Activities for the Development of Logico-mathematical Knowledge
inferred← citeshttps://doi.org/10.1007/978-94-6091-493-5_14openalex-snapshot
Measuring Cognitive Development in Early Childhood Learning Environments
inferred← citeshttps://doi.org/10.1007/978-94-6300-699-6_1openalex-snapshot
The Concept of Invariance and Change
inferred← citeshttps://doi.org/10.1007/978-981-10-2553-2_9openalex-snapshot
Involving Parents in Games and Picture Books
inferred← citeshttps://doi.org/10.1007/978-981-13-3789-5_4openalex-snapshot
Justifications Young Children Use
inferred← citeshttps://doi.org/10.1007/978-981-19-8757-1_7openalex-snapshot
Preschool Children’s Arithmetic Thinking Ability and Early Education of Mathematics
inferred← citeshttps://doi.org/10.1007/978-981-287-215-9_19openalex-snapshot
Listening to Children’s Mathematics in School
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Transition to School: Prior to School Mathematical Skills and Knowledge of Low-Achieving Children at the End of Grade 1
inferred← citeshttps://doi.org/10.1007/978-981-287-215-9_8openalex-snapshot
Mathematics Teachers Responding to Children’s Resources to Create Learning for All
inferred← citeshttps://doi.org/10.1007/978-981-287-405-4_5openalex-snapshot
How a Singapore Teacher Used Videos to Help Improve Her Teaching of the Part-Whole Concept of Numbers and the Model Method
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Practices of Innovative Exploration in Language Teaching: Questioning the “Stage Theory of Children’s Cognitive Development”
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Generated meanings in the comprehension of word problems in mathematics
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The concept of exponentiation at the undergraduate level and the definitional approach
inferred← citeshttps://doi.org/10.1007/bf00302715openalex-snapshot
On the dual nature of mathematical conceptions: Reflections on processes and objects as different sides of the same coin
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A potential for learning probability in young children
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The indigenous mathematics project: An overview
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Interactions between area and numerosity
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Children's conceptions of probability ? A psychological and pedagogical review
inferred← citeshttps://doi.org/10.1007/bf00311247openalex-snapshot
Piagetian tasks as readiness measures in mathematics instruction: A critical review
inferred← citeshttps://doi.org/10.1007/bf00311518openalex-snapshot
Understanding of number concepts in low attaining 7?9 year olds: Part II. The teaching studies
inferred← citeshttps://doi.org/10.1007/bf00366618openalex-snapshot
The development of semantic categories for addition and subtraction
inferred← citeshttps://doi.org/10.1007/bf00381689openalex-snapshot
An arithmetic of action kinds: Kitcher gone mad(dy)
inferred← citeshttps://doi.org/10.1007/bf00571467openalex-snapshot
On reforming practice in mathematics education
inferred← citeshttps://doi.org/10.1007/bf01067136openalex-snapshot
The class-inclusion task: Question form and distributive comparisons
inferred← citeshttps://doi.org/10.1007/bf01067572openalex-snapshot
The naming of objects and symbols by children and aphasic patients
inferred← citeshttps://doi.org/10.1007/bf01068464openalex-snapshot
From 2 to Two: An analysis of a transcoding process by means of neuropsychological evidence
inferred← citeshttps://doi.org/10.1007/bf01173352openalex-snapshot
The self as memory processing
inferred← citeshttps://doi.org/10.1007/bf01273299openalex-snapshot
A study of the numerical development of 5-year-olds and 6-year-olds
inferred← citeshttps://doi.org/10.1007/bf01537082openalex-snapshot
Children's speech as a source of data toward the measurement of psychological states
inferred← citeshttps://doi.org/10.1007/bf01620031openalex-snapshot
Developing math readiness through set activities
inferred← citeshttps://doi.org/10.1007/bf01623192openalex-snapshot
Play — Use — Generalize! Three-stage activities for developing math readiness
inferred← citeshttps://doi.org/10.1007/bf01793616openalex-snapshot
The naive platonic approach as a teaching strategy in arithmetics
inferred← citeshttps://doi.org/10.1007/bf02223209openalex-snapshot
Piaget meets big bird: Is TV a passive teacher?
inferred← citeshttps://doi.org/10.1007/bf02408558openalex-snapshot
Early childhood autism and the question of egocentrism
inferred← citeshttps://doi.org/10.1007/bf02653455openalex-snapshot
Structural arithmetic and children with learning disabilities
inferred← citeshttps://doi.org/10.1007/bf02766366openalex-snapshot
Age and directed-participation variables influencing the effectiveness of televised instruction in concrete operational behaviors
inferred← citeshttps://doi.org/10.1007/bf03023748openalex-snapshot
What do we do when we do mathematics?
inferred← citeshttps://doi.org/10.1007/bf03060715openalex-snapshot
Vergelijkbaarheid van een intelligentietest in India en Nederland
inferred← citeshttps://doi.org/10.1007/bf03172707openalex-snapshot
«Why do you ask?» context and communication in the conservation task
inferred← citeshttps://doi.org/10.1007/bf03172824openalex-snapshot
An evaluation of simple games as a method of teaching counting to children with a moderate mental handicap
inferred← citeshttps://doi.org/10.1007/bf03173081openalex-snapshot
Conceptual change in mathematics: From rational to (un)real numbers
inferred← citeshttps://doi.org/10.1007/bf03173152openalex-snapshot
Progress to conservation: Conflict or correct answer?
inferred← citeshttps://doi.org/10.1007/bf03217208openalex-snapshot
Language and counting: Some recent results
inferred← citeshttps://doi.org/10.1007/bf03217453openalex-snapshot
Schematising activities as a means for encouraging young children to think abstractly
inferred← citeshttps://doi.org/10.1007/bf03219485openalex-snapshot
An application of the epistemology of radical constructivism to the study of learning
inferred← citeshttps://doi.org/10.1007/bf03220059openalex-snapshot
Forms of constructivism, cognitive development and number learning
inferred← citeshttps://doi.org/10.1007/bf03220062openalex-snapshot
Piaget’s constructivism and childhood education in Japan
inferred← citeshttps://doi.org/10.1007/bf03395806openalex-snapshot
Does Abstracting Threaten a Sustainable Future?
inferred← citeshttps://doi.org/10.1007/s00426-012-0414-3openalex-snapshot
Processing numerosity, length and duration in a three-dimensional Stroop-like task: towards a gradient of processing automaticity?
inferred← citeshttps://doi.org/10.1007/s00429-018-1774-2openalex-snapshot
Fronto-parietal numerical networks in relation with early numeracy in young children
inferred← citeshttps://doi.org/10.1007/s007870070002openalex-snapshot
Mathematics and the brain: uncharted territory?
inferred← citeshttps://doi.org/10.1007/s007870070011openalex-snapshot
The determinants of arithmetic skills in young children: some observations
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