Quantitative Development in Infancy and Early Childhood

By Kelly S. Mix, Janellen Huttenlocher, Susan C. Levine. 2002

230 citations recorded by the source corpus.

Subfields: Education, Statistics and Probability

View Paper: https://www.semanticscholar.org/paper/b326f91383d135a6117739b03cc3b230fac8b073

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Citations in the corpus

Preschoolers' Understanding of Subtraction-Related Principles (2009, background): “At the protoquantitative level, perceptual processes based on one or more perceptual cues, such as contour length ( Clearfield & Mix, 1999 ), involve representing even discrete quantities (collections) as an inexact continuous quantity ( Mix, Huttenlocher, & Levine, 2002 ).”
Teaching and Learning Fraction and Rational Numbers: The Origins and Implications of Whole Number Bias (2005, background): “In a recent comprehensive review of the studies of early quantitative representation in infants, Mix et al. (2002a) concluded that there was no convincing evidence of infants’ discriminations of small sets based on numerosity but positive evidence of the discriminations based on nonnumerical…”
Asymmetries in the Acquisition of Numbers and Quantifiers (2006, background): “…experimentation and theorizing about child semantics for quantification and its expression (see Carey, 2004; Cordes & Gelman, in press; Gelman, 1993; Gelman & Butterworth, 2004; Mitchie, 1984; Mix, Huttenlocher, & Levine 2002; Sarnecka & Gelman, 2003; Wynn, 1990, 1992, for varying perspectives).”
Number sense growth in kindergarten: a longitudinal investigation of children at risk for mathematics difficulties. (2006, methodology): “This two-dimensional model corresponds with quantity discrimination and verbal sequential factors of mathematics proficiency reported by Okamoto and Case (1996) using similar methods of analysis.”
Numerical development: current issues and future perspectives (2005, methodology): “Based on the findings of their own as well as other laboratories (Feigenson et al., 2002; Simon, 1997; Tan & Bryant, 2000; for a review, see Mix et al., 2002), the authors stress the importance to distinguish between perception of continuous amount on the one hand and discrete number on the other…”
The Development of Proportional Reasoning: Effect of Continuous Versus Discrete Quantities (2007, background): “This result may have occurred because our task called for judgments about ordinal relations, which have been shown to be more difficult than judgments about equivalence relations (Mix et al., 2002).”
How Important is Where you Start? Early Mathematics Knowledge and Later School Success (2013, background): “Mathematical concepts and mathematical conventions are interrelated, but the direction of the relationship between them is the subject of much debate (Clements & Sarama, 2004; gelman, 1972; Mix et al., 2002; nRC, 2009).”