The Origins of Mathematical Knowledge in Childhood

By Catherine Sophian. 2007

72 citations recorded by the source corpus.

View Paper: https://www.semanticscholar.org/paper/accf3a65b26763b68ade70f0754d92636fe10e2c

How researchers see this paper

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

1. Minna M. Hannula-Sormunen
2. Jake McMullen
3. Erno Lehtinen
4. Hugues Lortie-Forgues
5. Ferdinand Rivera

Citations in the corpus

• Spontaneous Focusing on Quantitative Relations in the Development of Children's Fraction Knowledge (2014, background): “…have highlighted early processes with quantitative relations, which are related to later fraction concepts (Boyer, Levine, & Huttenlocher, 2008; Frydman & Bryant, 1988; Jordan et al., 2013; Mix, Levine, & Huttenlocher, 1999; Pitkethly & Hunting, 1996; Pothier & Sawada, 1983; Sophian, 2000, 2007).”
• Visual templates in pattern generalization activity (2010, methodology): “(italics added for emphasis; Sophian, 2007, p. 66) In an additive scheme, which involves a single-level abstraction, we employ a unit that may or may not be independent of the quantities involved in addition (and subtraction).”
• An Integrative Theory of Numerical Development. (2014, background): “Numerical development in childhood Sophian, C. (2007). The origins of mathematical knowledge in childhood.”