Title: The Origins of Mathematical Knowledge in Childhood (Studies in Mathematical Thinking and Learning)
First published: June 21, 2007
Description: "This book examines the origins and development of children's mathematical knowledge. It contrasts the widely held view that counting is the starting point for mathematical development with an alternative comparison-of-quantities position. According to the comparison-of-quantities position, the concept of number builds upon more basic concepts of equality, inequality, and less-than and greater-than relations, which derive from comparisons between unenumerated quantities such as lengths. The concept of number combines these basic comparative concepts with the concept of a unit of measure, which allows one quantity to be described as a multiple of another." "The Origins of Mathematical Knowledge in Childhood is intended for researchers, professionals, and graduate students in developmental psychology, educational psychology, and mathematics education, and as a supplementary text for advanced undergraduate courses in cognitive development, educational psychology, and mathematics education."--BOOK JACKET.
Subjects: Mathematics, study and teaching (elementary), Arithmetic, study and teaching (elementary), Cognitive learning theory, Mathematics, Study and teaching (Elementary), Arithmetic, Study and teaching (Early childhood), Concept learning