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https://olympias.lib.uoi.gr/jspui/handle/123456789/5851Full metadata record
| DC Field | Value | Language |
|---|---|---|
| dc.contributor.author | Torbeyns, Joke | en |
| dc.contributor.author | Obersteiner, Andreas | en |
| dc.contributor.author | Verschaffel, Lieven | en |
| dc.date.accessioned | 2015-11-04T10:42:10Z | - |
| dc.date.available | 2015-11-04T10:42:10Z | - |
| dc.identifier.uri | https://olympias.lib.uoi.gr/jspui/handle/123456789/5851 | - |
| dc.identifier.uri | http://dx.doi.org/10.26268/heal.uoi.9169 | - |
| dc.rights | Default License | - |
| dc.subject | Number sense | en |
| dc.subject | Lower-order number sense | en |
| dc.subject | Higher-order number sense | en |
| dc.subject | Numerical magnitude representation | en |
| dc.subject | Numerical magnitude comparison | en |
| dc.subject | Number line estimation | en |
| dc.subject | Mental number line | en |
| dc.subject | Strategy competencies | en |
| dc.subject | Intervention | en |
| dc.subject | Number board games | en |
| dc.title | Number sense in early and elementary mathematics education | en |
| heal.type | journalArticle | - |
| heal.type.en | Journal article | en |
| heal.type.el | Άρθρο περιοδικού | el |
| heal.dateAvailable | 2015-11-04T10:43:10Z | - |
| heal.language | el | - |
| heal.access | free | - |
| heal.recordProvider | Πανεπιστήμιο Ιωαννίνων. Σχολή Επιστημών Αγωγής. Παιδαγωγικό Τμήμα Νηπιαγωγών | el |
| heal.publicationDate | 2012 | - |
| heal.bibliographicCitation | Ββιβλιογραφία: σ. 71-75 | el |
| heal.abstract | Number sense is crucial in daily life and therefore an important aspect of education. The development of number sense recently attracted the attention of an increasing number of researchers in the domains of cognitive and developmental (neuro)psychology, (psychology of) mathematics education, special education, and educational neuroscience. In this article, we integrate and discuss the major results of these numerous studies on children’s acquisition of number sense. We start with the definition of the concept of number sense. Afterwards, we summarize the major findings on children’s acquisition of number sense from infancy to the early school years. Next, we provide an overview of recent intervention studies aiming at stimulating the development of number sense in young children. We end with a summary of the major findings and future issues for studies in this domain. | en |
| heal.publisher | Πανεπιστήμιο Ιωαννίνων. Σχολή Επιστημών Αγωγής. Παιδαγωγικό Τμήμα Νηπιαγωγών | el |
| heal.journalName | Επιστημονική Επετηρίδα Παιδαγωγικού Τμήματος Νηπιαγωγών Πανεπιστημίου Ιωαννίνων; Τόμ. 5 (2012) | - |
| heal.journalType | peer-reviewed | - |
| heal.fullTextAvailability | true | - |
| Appears in Collections: | Τόμος 5 (2012) | |
Files in This Item:
| File | Description | Size | Format | |
|---|---|---|---|---|
| 3.Number sense in early and elementary.pdf | 162.21 kB | Adobe PDF | View/Open |
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