Children’s representation and structural development of the counting sequence 1–100

By Noel R. Thomas, Joanne Mulligan, G. Goldin. 2002

70 citations recorded by the source corpus.

How researchers see this paper

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

Case Studies of Children's Development of Structure in Early Mathematics: A Two-Year Longitudinal Study. (2005, background): “Related studies have identified that mathematically gifted children's representations show recognisable structure and dynamic imagery, whereas low achievers' representations showed no signs of underlying structure, and the use of static imagery (Thomas et al., 2002).”
Awareness of pattern and structure in early mathematical development (2009, methodology): “In collaboration with Goldin, we developed more explicit descriptions of the structural features of children's representations of the base-ten numeration system (Thomas et al., 2002).”
Towards understanding the origins of children's difficulties in mathematics learning (2011, background): “…is necessary for further development of multiplicative concepts, including the base ten system and unitising (Confrey, 1994; Lamon, 1996; Mulligan & Watson, 1998; Nunes et al., 2007; Steffe, 1994; Thomas et al., 2002) or fractions and units of measurement (Battista, 2003; Olive & Steffe, 2002).”
Identifying Opportunities for Grade One Children to Acquire Foundational Number Sense: Developing a Framework for Cross Cultural Classroom Analyses (2015, background): “The better a child understands a partition as a representation of a number, the better developed is that child’s later understanding of numerical structures (Thomas et al. 2002) and arithmetical skills (Hunting 2003).”