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Direct linkMundy, Eleanor; Gilmore, Camilla K. – Journal of Experimental Child Psychology, 2009
When children learn to count and acquire a symbolic system for representing numbers, they map these symbols onto a preexisting system involving approximate nonsymbolic representations of quantity. Little is known about this mapping process, how it develops, and its role in the performance of formal mathematics. Using a novel task to assess…
Descriptors: Symbols (Mathematics), Young Children, Concept Mapping, Cognitive Development
