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Numerical approximation abilities correlate with and predict informal but not formal mathematics abilities
Previous research has found a relationship between individual differences in children’s precision when nonverbally approximating quantities and their school mathematics performance. School mathematics performance emerges from both informal (e.g., counting) and formal (e.g., knowledge of mathematics...
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| Hoofdauteurs: | , , |
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| Formaat: | Artigo |
| Taal: | Inglês |
| Gepubliceerd in: |
2013
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| Onderwerpen: | |
| Online toegang: | https://ncbi.nlm.nih.gov/pmc/articles/PMC3796771/ https://ncbi.nlm.nih.gov/pubmed/24076381 https://ncbi.nlm.nih.govhttp://dx.doi.org/10.1016/j.jecp.2013.08.003 |
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