Young Children's Understanding of Addition Concepts

By K. H. Canobi, Robert A. Reeve, P. Pattison. 2002

88 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology, Education, Statistics and Probability

View Paper: https://www.semanticscholar.org/paper/11626cd4f6ba3e9956b39eabad69654c5841d44a

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

In Developmental and Educational Psychology

1. Xiufeng Liu
2. Douglas H. Clements
3. Pekka Räsänen
4. Pirjo Aunio *
5. Julie Sarama

In Education

1. Julie Sarama
2. Douglas H. Clements
3. Pirjo Aunio *
4. Pekka Räsänen
5. Xiufeng Liu
6. C. Weiland
7. Christopher B. Wolfe
8. H. Yoshikawa

In Statistics and Probability

1. Julie Sarama
2. Douglas H. Clements
3. Pirjo Aunio *
4. Pekka Räsänen
5. C. Weiland
6. H. Yoshikawa
7. Christopher B. Wolfe
8. M. E. Spitler

Citations in the corpus

• Core numerical skills for learning mathematics in children aged five to eight years – a working model for educators (2016, background): “The knowledge of basic arithmetic principles is often what is referred to as the understanding of part-whole relations in addition or subtraction tasks (Canobi, Reeve, and Pattison 2002; Wilkins, Baroody, and Tiilikainen 2001).”
• Development of a measure of early mathematics achievement using the Rasch model: the Research‐Based Early Maths Assessment (2008, result): “The results generally confirmed the validity of these developmental progressions, which confirms the usefulness of the instrument, and also provide critical information for researchers interested in each of the topics assessed, curriculum developers, and teacher educators (Fuson et al, 1997 ; Griff”