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Key Vocabulary and Supporting Strategies for Early Number Concepts.
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- Reach, 2015, v. 29, n. 1, p. 18
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- Article
attainment of the number concept by children aged between 4-7.
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- Gifted Education International, 2010, v. 26, n. 1, p. 45, doi. 10.1177/026142941002600107
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- Article
What mathematics is important to learn?
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- Research in Education, 2003, v. 70, n. 1, p. 1, doi. 10.7227/RIE.70.1
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- Article
Spanish-speaking children’s production of number morphology.
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- First Language, 2014, v. 34, n. 4, p. 372, doi. 10.1177/0142723714544411
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HOW CHILDREN LEARN NUMBER, — THE GUIDE FOR TEACHING IT.
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- Journal of Education, 1885, v. 22, n. 1, p. 5
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- Article
REFERENCES.
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- Monographs of the Society for Research in Child Development, 1966, v. 31, n. 6, p. 45
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IV. DISCUSSION.
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- Monographs of the Society for Research in Child Development, 1966, v. 31, n. 6, p. 34
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III. RESULTS.
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- Monographs of the Society for Research in Child Development, 1966, v. 31, n. 6, p. 15
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- Article
II. METHODS AND PROCEDURES.
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- Monographs of the Society for Research in Child Development, 1966, v. 31, n. 6, p. 6
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- Article
I. INTRODUCTION.
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- Monographs of the Society for Research in Child Development, 1966, v. 31, n. 6, p. 1
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- Article
Go Figure! Using the Art of Jasper Johns to Teach Number Concepts.
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- Dimensions of Early Childhood, 2014, v. 42, n. 2, p. 23
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- Article
Pepper Relish.
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- Journal of Education, 1945, v. 128, n. 3, p. 88, doi. 10.1177/002205744512800307
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- Article
5-7 Yaş Aralığındaki Çocuklarda Sayı Kavramının Gelişimi ve Saymanın Problem Çözmede Kullanımı.
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- Education & Science / Egitim ve Bilim, 2013, v. 38, n. 169, p. 236
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- Article
Cognitive components of a mathematical processing network in 9-year-old children.
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- Developmental Science, 2014, v. 17, n. 4, p. 506, doi. 10.1111/desc.12144
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- Article
Children's learning of number words in an indigenous farming-foraging group.
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- Developmental Science, 2014, v. 17, n. 4, p. 553, doi. 10.1111/desc.12078
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- Article
Connecting neural coding to number cognition: a computational account.
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- Developmental Science, 2012, v. 15, n. 4, p. 589, doi. 10.1111/j.1467-7687.2012.01156.x
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- Article
Methods for the Schoolroom.
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- Journal of Education, 1896, v. 43, n. 3, p. 41, doi. 10.1177/002205749604300307
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- Article
pedagogy corner.
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- 2017
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- Lesson Plan
Do infants count like scientists?
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- Behavioral & Brain Sciences, 2009, v. 32, n. 3/4, p. 355, doi. 10.1017/S0140525X09991038
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- Article
Specific and general underpinnings to number; parallel development.
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- Behavioral & Brain Sciences, 2008, v. 31, n. 6, p. 661, doi. 10.1017/S0140525X08005773
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- Article
Why cardinalities are the "natural" natural numbers.
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- Behavioral & Brain Sciences, 2008, v. 31, n. 6, p. 659, doi. 10.1017/S0140525X0800575X
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- Article
Early numerical representations and the natural numbers: Is there really a complete disconnect?
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- Behavioral & Brain Sciences, 2008, v. 31, n. 6, p. 660, doi. 10.1017/S0140525X08005761
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- Article
Counting and arithmetic principles first.
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- Behavioral & Brain Sciences, 2008, v. 31, n. 6, p. 653, doi. 10.1017/S0140525X08005694
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- Article
Music training, engagement with sequence, and the development of the natural number concept in young learners.
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- Behavioral & Brain Sciences, 2008, v. 31, n. 6, p. 652, doi. 10.1017/S0140525X08005682
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- Article
Dissonances in theories of number understanding.
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- Behavioral & Brain Sciences, 2008, v. 31, n. 6, p. 671, doi. 10.1017/S0140525X08005888
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- Article
Precursors to number: Equivalence relations, less-than and greater-than relations, and units.
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- Behavioral & Brain Sciences, 2008, v. 31, n. 6, p. 670, doi. 10.1017/S0140525X08005876
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- Article
The innate schema of natural numbers does not explain historical, cultural, and developmental differences.
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- Behavioral & Brain Sciences, 2008, v. 31, n. 6, p. 664, doi. 10.1017/S0140525X08005815
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Don't throw the baby out with the math water: Why discounting the developmental foundations of early numeracy is premature and unnecessary.
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- Behavioral & Brain Sciences, 2008, v. 31, n. 6, p. 663, doi. 10.1017/S0140525X08005803
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- Article
Making numbers out of magnitudes.
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- Behavioral & Brain Sciences, 2008, v. 31, n. 6, p. 662, doi. 10.1017/S0140525X08005797
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- Article
The origins of number: Getting developmental.
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- Behavioral & Brain Sciences, 2008, v. 31, n. 6, p. 662, doi. 10.1017/S0140525X08005785
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- Article
A spatial perspective on numerical concepts.
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- Behavioral & Brain Sciences, 2008, v. 31, n. 6, p. 651, doi. 10.1017/S0140525X08005670
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- Article
Set representations required for the acquisition of the "natural number" concept.
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- Behavioral & Brain Sciences, 2008, v. 31, n. 6, p. 655, doi. 10.1017/S0140525X08005712
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- Article
Look Ma, no fingers! Are children numerical solipsists?
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- Behavioral & Brain Sciences, 2008, v. 31, n. 6, p. 654, doi. 10.1017/S0140525X08005700
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- Article
The role of the brain in the metaphorical mathematical cognition.
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- Behavioral & Brain Sciences, 2008, v. 31, n. 6, p. 658, doi. 10.1017/S0140525X08005748
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- Article
On some concepts associated with finite cardinal numbers.
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- Behavioral & Brain Sciences, 2008, v. 31, n. 6, p. 657, doi. 10.1017/S0140525X08005736
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- Article
Recursive reminding and children's concepts of number.
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- Behavioral & Brain Sciences, 2008, v. 31, n. 6, p. 656, doi. 10.1017/S0140525X08005724
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- Article
Not all basic number representations are analog: Place coding as a precursor of the natural number system.
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- Behavioral & Brain Sciences, 2008, v. 31, n. 6, p. 650, doi. 10.1017/S0140525X08005669
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- Article
Bridging the gap between intuitive and formal number concepts: An epidemiological perspective.
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- Behavioral & Brain Sciences, 2008, v. 31, n. 6, p. 649, doi. 10.1017/S0140525X08005657
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- Article
In defense of intuitive mathematical theories as the basis for natural number.
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- Behavioral & Brain Sciences, 2008, v. 31, n. 6, p. 643, doi. 10.1017/S0140525X0800558X
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- Article
Neo-Fregeanism naturalized: The role of one- to-one correspondence in numerical cognition.
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- Behavioral & Brain Sciences, 2008, v. 31, n. 6, p. 648, doi. 10.1017/S0140525X08005645
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- Article
Finger counting: The missing tool?
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- Behavioral & Brain Sciences, 2008, v. 31, n. 6, p. 642, doi. 10.1017/S0140525X08005578
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Differences between the philosophy of mathematics and the psychology of number development.
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- Behavioral & Brain Sciences, 2008, v. 31, n. 6, p. 648, doi. 10.1017/S0140525X08005633
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- Article
Math schemata and the origins of number representations.
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- Behavioral & Brain Sciences, 2008, v. 31, n. 6, p. 645, doi. 10.1017/S0140525X08005608
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- Article
Do mental magnitudes form part of the foundation for natural number concepts? Don't count them out yet.
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- Behavioral & Brain Sciences, 2008, v. 31, n. 6, p. 644, doi. 10.1017/S0140525X08005591
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- Article
From magnitude to natural numbers: A developmental neurocognitive perspective.
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- Behavioral & Brain Sciences, 2008, v. 31, n. 6, p. 647, doi. 10.1017/S0140525X08005621
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- Article
From numerical concepts to concepts of number.
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- Behavioral & Brain Sciences, 2008, v. 31, n. 6, p. 623, doi. 10.1017/S0140525X08005566
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What is still needed? On nativist proposals for acquiring concepts of natural numbers.
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- Behavioral & Brain Sciences, 2008, v. 31, n. 6, p. 646, doi. 10.1017/S0140525X0800561X
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- Article
Number Sense Made Simple Using Number Patterns.
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- International Journal for Technology in Mathematics Education, 2011, v. 18, n. 1, p. 39
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- Article
Fractions as the Coordination of Multiplicatively Related Quantities: A Cross-Sectional Study of Children's Thinking.
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- Educational Studies in Mathematics, 2006, v. 63, n. 1, p. 1, doi. 10.1007/s10649-005-9000-6
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Introduction: Special section on mathematical development.
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- Developmental Science, 2008, v. 11, n. 5, p. 635, doi. 10.1111/j.1467-7687.2008.00710.x
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- Article