Description:
A study of the mediating role of numeral knowledge--the ability to identify Arabic numerals and connect those numerals to their respective quantities--and both informal and formal mathematical knowledge, based on data from 206 3- through 5-year-olds in early care and education centers both at the beginning and end of the preschool year, and one year later
Resource Type:
Reports & Papers
Funder(s):
Country:
United States