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International Journal of Early Years Education Volume 14, 2006 - Issue 1
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Original Articles

Using mathematics strategies in early childhood education as a basis for culturally responsive teaching in India

Smita Guha St. John’s University, USACorrespondence[email protected]
Pages 15-34 | Published online: 22 Jan 2007

Citations (7)

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Read on this site (2)

Clare N. Jonas & Jamie Ward. (2014) Number-space associations in synaesthesia are not influenced by finger-counting habits. Journal of Cognitive Psychology 26:2, pages 232-240.
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KristanA. Morrison, HollyH. Robbins & Dana Gregory Rose. (2008) Operationalizing Culturally Relevant Pedagogy: A Synthesis of Classroom-Based Research. Equity & Excellence in Education 41:4, pages 433-452.
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Articles from other publishers (5)

Céline Poletti, Marie Krenger, Marie Létang & Catherine Thevenot. (2023) French preschool and primary teachers' attitude towards finger counting. Acta Psychologica 241, pages 104079.
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Douglas H. Clements, Renee Lizcano & Julie Sarama. (2023) Research and Pedagogies for Early Math. Education Sciences 13:8, pages 839.
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Sandra M Linder & Amber Simpson. (2017) Towards an understanding of early childhood mathematics education: A systematic review of the literature focusing on practicing and prospective teachers. Contemporary Issues in Early Childhood 19:3, pages 274-296.
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Andrea Bender & Sieghard Beller. 2018. Language and Culture in Mathematical Cognition. Language and Culture in Mathematical Cognition 297 320 .
Andrea Bender & Sieghard Beller. (2012) Nature and culture of finger counting: Diversity and representational effects of an embodied cognitive tool. Cognition 124:2, pages 156-182.
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