Reference : The ability to read numbers: A universal measure?
Scientific journals : Article
Social & behavioral sciences, psychology : Theoretical & cognitive psychology
Educational Sciences
http://hdl.handle.net/10993/32181
The ability to read numbers: A universal measure?
English
Tymms, Peter [Durham University]
Aleksic, Gabrijela mailto [University of Luxembourg > Faculty of Language and Literature, Humanities, Arts and Education (FLSHASE) > Integrative Research Unit: Social and Individual Development (INSIDE) >]
Bartholo, Tiago mailto [Colégio de Aplicação]
Boereboom, John mailto [University of Cantebury]
Ivanova, Alina mailto [Institute of Education]
Howie, Sarah mailto [University of Pretoria]
Hongyun, Liu mailto [Beijing University]
Kardanova, Elena mailto [National Research University Higher School of Economics]
Koslinski, Mariane Campelo [Faculdade de Educação]
Merrell, Christine mailto [Durham University]
Vidmar, Masa mailto [Pedagogical Institute of Slovenia]
Wildly, Helen mailto [University of Western Australia]
2018
AERA
Yes
International
[en] early mathematics ; universal measure ; longitudinal
[en] This study tests the hypothesis that there is a single pathway for the order in which children learn to identify numbers. Although a prime facie case can be made, systematic variation might be expected because of teaching, or language of instruction, or country of origin. This study concludes that such variations are minor and that the pathway that children follow when learning to identify numbers follows the same pattern across different groups. This finding is significant in furthering our knowledge of children’s early mathematics development; it suggests that there is a universal developmental scale from which the diverse aspects of mathematical development can be viewed. This lays the foundation for international comparisons of the mathematical development of young children.
http://hdl.handle.net/10993/32181

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