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Peer reviewedGeary, David C. – Mathematical Cognition, 1996
Examined effects of problem size in mental addition among elementary children in China (n=104) and Missouri (n=105) and among undergraduates in China (n=26) and Missouri (n=35). For all Missouri subjects and Chinese through first grade, larger-valued numbers took longer and induced more errors. (Author/NBI)
Descriptors: Addition, Adults, Arithmetic, Cognitive Development
Direct linkZhou, Xin; Wang, Yefang; Wang, Luodan; Wang, Bin – Early Child Development and Care, 2006
Two samples of kindergarten children's representation and understanding of written number symbols were examined in two time points in one academic year. About 85% of Chinese five year olds (mean = 5 years 10 months) were able to use conventional number symbols to represent the quantity of 30 or larger. At the end of the kindergarten year, 94% of…
Descriptors: Kindergarten, Mathematics, Arithmetic, Longitudinal Studies
