Young children can add and subtract by predicting and checking

By Osnat Zur, Rochel Gelman. 2004

106 citations recorded by the source corpus.

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

View Paper: https://www.semanticscholar.org/paper/2e57bac2385a3887f422a5763d34abc017c72cbb

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. Bradley J. Thompson
2. M. Eiland
3. Herbert Ginsburg
4. Lila R. Gleitman
5. Alyse C. Hachey
6. Paul Andrews
7. A. Baroody
8. Rochel Gelman

In Education

1. Alyse C. Hachey
2. Herbert Ginsburg
3. J. S. Boyd
4. J. Lee
5. Paul Andrews
6. A. Baroody
7. Rochel Gelman
8. Bradley J. Thompson

In Statistics and Probability

1. Alyse C. Hachey
2. Herbert Ginsburg
3. M. Eiland
4. Bradley J. Thompson
5. J. Lee
6. J. S. Boyd
7. Paul Andrews
8. Judy Sayers

Citations in the corpus

• Fostering At-Risk Preschoolers' Number Sense (2009, background): “Unfortunately, many students respond inflexibly and poorly on computational estimation tasks (Brade, 2003; Carpenter, Coburn, Reys, & Wilson, 1976; Kouba, Carpenter, & Swafford, 1989; but cf. Zur & Gelman, 2004).”
• Identifying Opportunities for Grade One Children to Acquire Foundational Number Sense: Developing a Framework for Cross Cultural Classroom Analyses (2015, background): “978), underpins verbal counting skills (Gallistel and Gelman 2000) and arithmetic (Zur and Gelman 2004).”
• Mathematics Education in the Early Years: Building Bridges (2009, background): “…problem solving, measurement and spatial skills, geometric knowledge and logic in a range of circumstances (Hughes, 1986; Peters, 1992; Diezmann & Yelland, 2000; Kilpatrick et al, 2001; Perry & Dockett, 2002; Ginsburg & Golbeck, 2004; Sophian, 2004; Zur & Gelman, 2004; Mulligan et al, 2006).”
• Asymmetries in the Acquisition of Numbers and Quantifiers (2006, background): “Children as young as 3 appear to realize that one can “guess” the solution to an arithmetic problem, but only counting assures a precise answer ( Zur & Gelman, 2004 ).”
• The Early Childhood Mathematics Education Revolution (2013, background): “…foundation, preschool-age children spontaneously invent mathematics-based strategies during everyday play (Bowman, Donovan, & Burns, 2001; Seo & Ginsburg, 2004) and often make predictions and successfully solve number-related reasoning problems (Sarama & Clements, 2009; Zur & Gelman, 2004).”
• Mathematics Education for Young Children: What It is and How to Promote It (2008, background): “For example, 4- and 5-year-olds can easily be taught the basics of addition and subtraction (Zur & Gelman, 2004) and to investigate geometrical ideas like symmetry (Zvonkin, 1992).”
• Mathematical Play and Playful Mathematics: A Guide for Early Education (2006, background): “Good teaching experiments (e.g., Zur & Gelman, 2004; Zvonkin, 1992) are rare.”