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dc.contributor.author
Scheuer, Nora
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dc.contributor.author
Martí, Eduardo
dc.contributor.author
Cavalcante, Sílvia
dc.contributor.author
Brizuela, Bárbara M.
dc.date.available
2021-02-10T12:45:50Z
dc.date.issued
2019-01
dc.identifier.citation
Scheuer, Nora; Martí, Eduardo; Cavalcante, Sílvia; Brizuela, Bárbara M.; Response patterns of young children from two contrasting SES contexts to different numerical tasks with numbers 1–5; Taylor & Francis; Journal Of Genetic Psychology; 180; 1; 1-2019; 1-16
dc.identifier.issn
0022-1325
dc.identifier.uri
http://hdl.handle.net/11336/125290
dc.description.abstract
This study contributes to a multifaceted picture of young children’s emergent number knowledge by focusing on the variety of ways in which children express and use quantitative information. The authors’ aims are to (a) explore the extent to which quantifying collections 1–5 and using that information pose different levels of difficulty to children from 33 to 47 months old, (b) identify intra- and intertask response patterns, and (c) analyze the influence of socioeconomic status and age on these response patterns. Sixty-six children from two contrasting socioeconomic status groups (very low and middle) were asked to solve tasks with 1–5 elements in the context of a game. Using quantitative information turned out to be more complex than quantification. Intra- and intertask response patterns showed that children gradually come to understand the first five numerical values according to the numerical sequence in a much less strict way than that proposed by the cardinal-knowers model that posits that children progress in an orderly way in their number knowledge. Children in different ages and socioeconomic status groups were found to be more similar to each other when the whole arc of responses provided was considered than when solely correct performance was measured.
dc.format
application/pdf
dc.language.iso
eng
dc.publisher
Taylor & Francis
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dc.rights
info:eu-repo/semantics/restrictedAccess
dc.rights.uri
https://creativecommons.org/licenses/by-nc-sa/2.5/ar/
dc.subject
NUMBER DEVELOPMENT
dc.subject
PRESCHOOLERS
dc.subject
SMALL NUMBERS
dc.subject
SOCIOECONOMIC DIFFERENCES
dc.subject.classification
Matemática Pura
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dc.subject.classification
Matemáticas
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dc.subject.classification
CIENCIAS NATURALES Y EXACTAS
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dc.title
Response patterns of young children from two contrasting SES contexts to different numerical tasks with numbers 1–5
dc.type
info:eu-repo/semantics/article
dc.type
info:ar-repo/semantics/artículo
dc.type
info:eu-repo/semantics/publishedVersion
dc.date.updated
2020-11-18T20:50:00Z
dc.journal.volume
180
dc.journal.number
1
dc.journal.pagination
1-16
dc.journal.pais
Reino Unido
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dc.journal.ciudad
Londres
dc.description.fil
Fil: Scheuer, Nora. Universidad Nacional del Comahue. Instituto Patagónico de Estudios de Humanidades y Ciencias Sociales. Consejo Nacional de Investigaciones Científicas y Técnicas. Centro Científico Tecnológico Conicet - Patagonia Norte. Instituto Patagónico de Estudios de Humanidades y Ciencias Sociales; Argentina
dc.description.fil
Fil: Martí, Eduardo. Universidad de Barcelona; España
dc.description.fil
Fil: Cavalcante, Sílvia. Universidad de Barcelona; España
dc.description.fil
Fil: Brizuela, Bárbara M.. Tufts University; Estados Unidos
dc.journal.title
Journal Of Genetic Psychology
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dc.relation.alternativeid
info:eu-repo/semantics/altIdentifier/doi/http://dx.doi.org/10.1080/00221325.2018.1562417
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