Young Children Representing Numbers: What Does the Literature Say?
Abstract
Children are exposed to written numerals from a very young age, and the practice of using written numerals is encouraged in early childhood educational settings. Further, many mathematical assessments are based on young children’s understanding of conventional numerals. Supported by socio-constructivist ideas, this review summarizes a body of research in the areas of symbolic and numeric development in young children, providing a synthesis for early childhood educators and teachers. This work is an invitation to reflect on both the pedagogical principles that underline “pencil-pushing practices” and the conceptual frameworks that support current early childhood mathematics education.Downloads
Metrics
Copyright (c) 2014 Gabriela Arias de Sanchez
This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License.
Authors contributing to the Journal of Childhood Studies agree to release their articles under the Creative Commons Attribution-Noncommercial 4.0 International license. This licence allows anyone to share their work (copy, distribute, transmit) and to adapt it for non-commercial purposes provided that appropriate attribution is given, and that in the event of reuse or distribution, the terms of this license are made clear.
Authors retain copyright of their work and grant the journal right of first publication.
Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in this journal.
