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International Journal of Educational Research

Volume 39, Number 7

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Table of Contents

Number of articles: 5

  1. The development of children's understanding of intensive quantities

    Terezinha Nunes, Despina Desli & Daniel Bell

    Researchers have been aware for some time of the differences between extensive and intensive quantities but the significance of these differences has not been recognized in mathematics curricula.... More

    pp. 651-675

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  2. Children's understanding of the additive composition of number and of the decimal structure: what is the relationship?

    Georgina Krebs, Sarah Squire & Peter Bryant

    Nunes and Bryant (Children doing mathematics, Blackwell, Oxford, 1996) proposed that an understanding of the additive composition of number could be a precursor to an understanding of the decimal... More

    pp. 677-694

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  3. Putting counting to work: preschoolers’ understanding of cardinal extension

    Kevin Muldoon, Charlie Lewis & Norman H. Freeman

    Preschool children are often good at counting things but seem slow to learn that there is more to counting than simply finding out how many are in a single set. Counting is useful when comparing... More

    pp. 695-718

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  4. Children's reasoning by mathematical induction: normative facts, not just causal facts

    Leslie Smith

    My argument for an empirical and normative model of children's development applicable to reasoning in mathematics is in three parts. Part I is a review of the evidence from a recent study of the... More

    pp. 719-742

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  5. Realising the cognitive potential of children 5–7 with a mathematics focus

    Michael Shayer & Mundher Adhami

    This paper describes the application of theories underlying research-in-progress intended to enhance substantially the cognitive development of children in the first two years of Primary school.... More

    pp. 743-775

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