Mastery of the counting principles in toddlers: A crucial step in the development of budding arithmetic abilities?

By Pieter Stock, A. Desoete, Herbert Roeyers. 2009

78 citations recorded by the source corpus.

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

View Paper: https://www.semanticscholar.org/paper/717b705186000f493f1427ac75c9e7bdf24a288c

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. Anne-Emmanuelle Ceulemans
2. Magda Praet
3. A. Desoete
4. G. Özsoy
5. Herbert Roeyers
6. Steven I. Higgins
7. Louise Gascoine
8. Kate Wall

In Education

1. Anne-Emmanuelle Ceulemans
2. Maureen Vandermaas-Peeler
3. D. Titeca
4. Magda Praet
5. A. Desoete

In Statistics and Probability

1. Anne-Emmanuelle Ceulemans
2. Magda Praet
3. D. Titeca
4. A. Desoete
5. G. Özsoy
6. Herbert Roeyers
7. Steven I. Higgins
8. Louise Gascoine

Citations in the corpus

• Parental support of numeracy during a cooking activity with four-year-olds (2012, background): “Stock, Desoete, and Roeyers (2009) found that by the end of kindergarten, most children had mastered one-to-one correspondence and cardinality, and children who performed better on counting items in kindergarten also performed better on arithmetic achievement in first grade.”
• Language in the prediction of arithmetics in kindergarten and grade 1 (2013, background): “In addition to numerical abilities, the value of including logical thinking abilities (e.g., Nunes et al., 2006; Stock et al., 2009) and language as predictors for arithmetic has been stressed (e.g., Purpura, Hume, Sims, & Lonigan, 2011; Vukovic & Lesaux, 2013).”