Publication Date
| In 2025 | 0 |
| Since 2024 | 0 |
| Since 2021 (last 5 years) | 0 |
| Since 2016 (last 10 years) | 0 |
| Since 2006 (last 20 years) | 2 |
Descriptor
| Arithmetic | 2 |
| Concept Formation | 2 |
| Cognitive Ability | 1 |
| Cognitive Development | 1 |
| Discovery Learning | 1 |
| Elementary School Mathematics | 1 |
| Foreign Countries | 1 |
| Intervals | 1 |
| Kindergarten | 1 |
| Mathematical Concepts | 1 |
| Mathematics | 1 |
| More ▼ | |
Source
| Cognition and Instruction | 2 |
Publication Type
| Journal Articles | 2 |
| Reports - Research | 2 |
Education Level
| Grade 11 | 1 |
| Grade 7 | 1 |
| Grade 9 | 1 |
| Kindergarten | 1 |
| Secondary Education | 1 |
Audience
Location
| Greece (Athens) | 1 |
Laws, Policies, & Programs
Assessments and Surveys
What Works Clearinghouse Rating
Peer reviewed
Direct linkVamvakoussi, Xenia; Vosniadou, Stella – Cognition and Instruction, 2010
We present an empirical study that investigated seventh-, ninth-, and eleventh-grade students' understanding of the infinity of numbers in an interval. The participants (n = 549) were asked how many (i.e., a finite or infinite number of numbers) and what type of numbers (i.e., decimals, fractions, or any type) lie between two rational numbers. The…
Descriptors: Secondary School Students, Intervals, Numbers, Mathematics
Baroody, Arthur J.; Brach, Catherine; Tai, Yu-chi – Cognition and Instruction, 2006
A schema based view of addition development is compared with Siegler's latest strategy-choice model, which includes an addition goal sketch (a basic understanding of "the goals and causal relations" of addition; Siegler & Crowley, 1994, p. 196). This metacognitive component in the latter model is presumed to develop as a child practices a basic…
Descriptors: Arithmetic, Mathematics Instruction, Models, Cognitive Development
