[en] Longitudinal predictors of early mathematics: Number-specific versus domain-general mechanisms? What is a good basis for developing mathematical competencies? While some authors propose that number-specific abilities primarily contribute to early math development, other authors suggest that domain-general abilities are key.
Disciplines :
Neurosciences & comportement
Auteur, co-auteur :
HORNUNG, Caroline ; University of Luxembourg > Faculty of Language and Literature, Humanities, Arts and Education (FLSHASE) > Education, Culture, Cognition and Society (ECCS)
Brunner, Martin
SCHILTZ, Christine ; University of Luxembourg > Faculty of Language and Literature, Humanities, Arts and Education (FLSHASE) > Education, Culture, Cognition and Society (ECCS)
MARTIN, Romain ; University of Luxembourg > Faculty of Language and Literature, Humanities, Arts and Education (FLSHASE) > Education, Culture, Cognition and Society (ECCS)
Langue du document :
Anglais
Titre :
Longitudinal predictors of early mathematics: Number-specific versus domain-general mechanisms?
Date de publication/diffusion :
11 février 2011
Nom de la manifestation :
3rd Expert Meeting on Mathematical Thinking and Learning
