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Cognition and Instruction Volume 13, 1995 - Issue 2
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Original Articles

Relational and Representational Aspects of Early Number Development

Catherine Sophian
,
Heidi Harley
&
Constance S. Manos Martin
Pages 253-268 | Published online: 14 Dec 2009

Citations (18)

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Read on this site (3)

Pooja Patel & Katherine Helen Canobi. (2010) The role of number words in preschoolers’ addition concepts and problem‐solving procedures. Educational Psychology 30:2, pages 107-124.
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Santiago Vicente & Josetxu Orrantia. (2007) Resolución de problemas y comprensión situacional. Culture and Education 19:1, pages 61-85.
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Katherine H. Canobi, Robert A. Reeve & Philippa E. Pattison. (2002) Young Children's Understanding of Addition Concepts. Educational Psychology 22:5, pages 513-532.
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Articles from other publishers (15)

Michelle A. Hurst & Sara Cordes. (2019) Talking about proportion: Fraction labels impact numerical interference in non‐symbolic proportional reasoning. Developmental Science 22:4.
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Minna M. Hannula-Sormunen, Jake McMullen & Erno Lehtinen. 2019. International Handbook of Mathematical Learning Difficulties. International Handbook of Mathematical Learning Difficulties 25 42 .
Meixia Ding & Abbey E Auxter. (2017) Children’s strategies to solving additive inverse problems: a preliminary analysis. Mathematics Education Research Journal 29:1, pages 73-92.
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Joke Torbeyns, Greet Peters, Bert De Smedt, Pol Ghesquière & Lieven Verschaffel. (2016) Children's understanding of the addition/subtraction complement principle. British Journal of Educational Psychology 86:3, pages 382-396.
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Sonja Maria Hansen, Hilde Haider, Alexandra Eichler, Claudia Godau, Peter A. Frensch & Robert Gaschler. (2015) Fostering Formal Commutativity Knowledge with Approximate Arithmetic. PLOS ONE 10:11, pages e0142551.
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Claudia Godau, Maria Wirth, Sonja Hansen, Hilde Haider & Robert Gaschler. (2014) From Marbles to Numbers—Estimation Influences Looking Patterns on Arithmetic Problems. Psychology 05:02, pages 127-133.
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Jake A. McMullen, Minna M. Hannula-Sormunen & Erno Lehtinen. (2013) Young children's recognition of quantitative relations in mathematically unspecified settings. The Journal of Mathematical Behavior 32:3, pages 450-460.
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Nicole M. McNeil, Mary Wagner Fuhs, M. Claire Keultjes & Matthew H. Gibson. (2011) Influences of problem format and SES on preschoolers’ understanding of approximate addition. Cognitive Development 26:1, pages 57-71.
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Lee Farrington‐Flint, Katherine H. Canobi, Clare Wood & Dorothy Faulkner. (2010) Children's patterns of reasoning about reading and addition concepts. British Journal of Developmental Psychology 28:2, pages 427-448.
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Catherine Sophian. (2008) Precursors to number: Equivalence relations, less-than and greater-than relations, and units. Behavioral and Brain Sciences 31:6, pages 670-671.
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Lance J. Rips, Amber Bloomfield & Jennifer Asmuth. (2008) From numerical concepts to concepts of number. Behavioral and Brain Sciences 31:6, pages 623-642.
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David C. Geary. 2007. Handbook of Child Psychology. Handbook of Child Psychology.
Katherine H. Canobi, Robert A. Reeve & Philippa E. Pattison. (2003) Patterns of knowledge in children's addition.. Developmental Psychology 39:3, pages 521-534.
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Jesse L.M. Wilkins, Arthur J. Baroody & Sirpa Tiilikainen. (2001) Kindergartners' Understanding of Additive Commutativity within the Context of Word Problems. Journal of Experimental Child Psychology 79:1, pages 23-36.
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Arthur J. Baroody. 1999. 51 103 .

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