Identity and Equivalence Conservation: Longitudinal Field Studies in Sequence and Significance.

Nash, Chris

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Peer reviewed

ERIC Number: EJ297574

Record Type: Journal

Publication Date: 1984

Pages: N/A

Abstractor: N/A

ISBN: N/A

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Identity and Equivalence Conservation: Longitudinal Field Studies in Sequence and Significance.

Nash, Chris

British Journal of Educational Psychology, v54 n1 p1-7 Feb 1984

Over 1000 out of 4000 preschoolers observed conserved identity of matter over time and roughly two-thirds of the 1000 also conserved equivalence. Follow-up showed no correlation between kindergarten conservation abilities and grade one math performance but significant correlations between equivalence conservation by end of kindergarten and grade six performance. (CMG)

Descriptors: Concept Formation, Conservation (Concept), Developmental Stages, Elementary Education, Foreign Countries, Grade 1, Grade 6, Kindergarten, Longitudinal Studies, Mathematics Achievement, Preschool Children, Preschool Education

Publication Type: Reports - Research; Journal Articles

Education Level: N/A

Audience: N/A

Language: English

Sponsor: N/A

Authoring Institution: N/A

Identifiers - Location: Canada

Grant or Contract Numbers: N/A