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Author:Jo-Anne LeFevre, Director
Description: Research on the effects of culture and language on pre-school children's ability to learn to count and complete other early numeracy tasks. Participants include Turkish, Chinese and English speakers. Publications from the team of researchers from Carleton University, Trent University, the University of Winnipeg, and the University of Alberta have included "What Counts as Knowing? The Development of Conceptual and Procedural Knowledge of Counting From Kindergarten Through Grade 2" (Journal of Experimental Child Psychology); "Knowledge of counting principles: How relevant is order irrelevance?" (Journal of Experimental Child Psychology); "Do home numeracy and literacy practices of Greek and Canadian parents predict the numeracy skills of kindergarten children?" (International Journal of Early Years Education); "Pathways to Arithmetic: Longitudinal Predictors of Performance" (Child Development); "Charting the role of the number line in mathematical development" (Frontiers in Psychology); and "Development of mathematical knowledge in young children: Attentional skill and the use of inversion" (Journal of Cognition and Development). See also Count Me In's "Parent Zone" for activities for home math, math fluency practice at home, and preschool number games.

Levels: Pre-Kindergarten
Languages: English
Resource Types: Lesson Plans and Activities, Research Centers, Articles
Math Topics: Arithmetic/Early Math, Communicating Math
Math Ed Topics: Specific Math Concepts/Techniques, Pedagogical Research, Equity

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