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Peer reviewedMiura, Irene T.; And Others – Child Development, 1988
Compares the cognitive representation of number of 24 American, 25 Chinese, 24 Japanese, and 40 Korean first-graders, and 20 Korean kindergartners. Chinese, Japanese, and Korean children preferred to use a construction of tens and ones to show numbers, whereas English-speaking children preferred to use a collection of units. (RJC)
Descriptors: Chinese, Cognitive Structures, Elementary Education, Elementary School Students
Peer reviewedLiebeck, Pamela – Educational Studies in Mathematics, 1990
Children's responses to an alternative model over three lessons were described and their learning assessed in a posttest. Their responses and performances were compared to that of a similar group of children learning through a conventional number line model. The two models were compared from practical and theoretical viewpoints. (Author/CW)
Descriptors: Arithmetic, Cognitive Development, Cognitive Structures, Learning Strategies
