This dissertation examines the manner in which young school-age children construct quantitative mental imagery and act upon these constructions for arithmetic ends. After conducting dyadic teaching experiments with three first grade students who were participating in mathematics intervention, I found the connection between the participants'…

The current literature in early childhood mathematics provides for little explanation of early mathematics skill acquisition in young children. This study was designed to use existing research on specific early mathematics skills to examine a cohesive model of mathematics skills in preschool and kindergarten aged students. Preschool and…