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Direct linkMoseley, Bryan – Early Education and Development, 2005
This study argues that maximizing early childhood educators' abilities to create social opportunities for co-construction of knowledge rests on two understudied assumptions, one theoretical and one empirical. Theoretically this study rejects the notion of language as an impartial conveyor of knowledge in favor of one in which math and language…
Descriptors: Young Children, Subtraction, Mathematics Education, Mathematical Concepts
