Part-whole number knowledge in preschool children

By R. Hunting. 2003

81 citations recorded by the source corpus.

Subfields: Education, Statistics and Probability

View Paper: https://www.semanticscholar.org/paper/fb7097631c9f4a0e6959e0bb5b337d9e030c230e

How researchers see this paper

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

In Education

In Statistics and Probability

Citations in the corpus

Assessing the Development of Preschoolers' Mathematical Patterning (2011, background): “According to Lins and Kaput (2004), Mason’s perspective is representative of the viewpoint that “students come to school with natural powers of generalisation and abilities to express generality, and that the development of algebraic reasoning is, in large part, a matter of tapping into those natura”
The Routledge international handbook of dyscalculia and mathematical learning difficulties (2014, unknown): “Subitising may also be important for learning addition and subtraction concepts, by allowing children to represent the effect of transformations on small sets (Baroody, Lai, Li, & Baroody, 2009; Carey, 2001; Clements, 1999; Gray & Reeve, 2014; Hunting, 2003; Jung, Hartman, Smith, & Wallace, 2013).”
Reconceptualizing early mathematics learning (2013, background): “Research in number (Hunting, 2003; Mulligan & Vergnaud, 2006; Thomas, Mulligan & Goldin, 2002; van Nes & de Lange, 2007; YoungLoveridge, 2002), patterning and reasoning (Clements & Sarama, 2009; English, 2004), spatial measurement (Outhred & Mitchelmore, 2000; Slovin & Dougherty, 2004), and early al”
Awareness of pattern and structure in early mathematical development (2009, background): “In a study of partitioning, Hunting (2003) found th a t students' ability to change focus from counting individual items to identify ing the structure of a group or unit was fundamenta l to the development of their number knowledge.”