Understanding number development and difficulties.

Sonst. Personen	Cowan, Richard (Hrsg.); Saxton, Matthew (Hrsg.); Tolmie, Andrew (Hrsg.)
Titel	Understanding number development and difficulties.
Quelle	Leicester: British Psychological Society (2010), 118 S.Verfügbarkeit
Reihe	British Journal of Educational Psychology, Monograph Series II. 7
Beigaben	Illustrationen
Sprache	englisch
Dokumenttyp	gedruckt; Monographie
ISSN	1476-9808
ISBN	1-85433-700-9; 978-1-85433-700-9
Schlagwörter	Kompetenz; Empirische Forschung; Psychologische Forschung; Entwicklungspsychologie; Kind; Vorschule; Spiel; Primarbereich; Schüler; Schülerleistung; Mathematik; Mathematisches Denken; Rechenschwierigkeit; Rechnen; Zahlensystem; Intervention; Strategie; Junger Erwachsener; Belgien; England; Großbritannien; USA
Abstract	Proficiency with numbers is important for everyday life, employment, and the study of natural and social sciences. Understanding what promotes number development and why children differ are important for achieving national goals for primary education and because difficulties at primary school predict difficulties in adulthood. Differences between children in their mathematical attainment are not decreasing and some evidence suggests they are increasing. Understanding this diversity involves considerations of the roles of the environment, general cognitive factors and specific number skills. This monograph features contributions from eminent developmental psychologists who have been concerned to make connections between developmental psychology and the theory and practice of education, particularly in mathematics. Their research is advancing understanding of the factors responsible for diversity in children's mathematical attainment and interventions that are effective in supporting mathematical development. (DIPF/Orig.).
Erfasst von	DIPF \| Leibniz-Institut für Bildungsforschung und Bildungsinformation, Frankfurt am Main
Update	2010/4