Are content and structural features of counting books aligned with research on numeracy development
Bibliographic Data
| ID | 12137157 |
|---|---|
| Authors | Jenna M Ward (Minnesota Department of Education), Michèle M M Mazzocco (0000-0001-5209-3550, University of Minnesota, corresponding author), Michele M Mazzocco, Allison M Bock (0000-0002-3174-8877, Minnesota Department of Education), Nicole A Prokes (University of Minnesota) |
| Year | 2016 |
| Volume | 39 |
| Pages | 47-63 |
| Publication date | 2016-12-04 |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Early Childhood Research Quarterly (JOURNAL) |
| Journal identifiers | ISSN: 0885-2006 • E-ISSN: 1873-7706 |
| Publisher | Elsevier BV (PUBLISHER) |
| DOI | 10.1016/j.ecresq.2016.10.002 |
| OpenAlex | W2558666885 |
| Language | EN |
| Citations received | 14 |
| References cited | 51 |
Affect (linguistics · Arithmetic · Cardinal number (linguistics · Cardinality (data modeling · Content (measure theory · Linguistics · Literacy · Mathematics education · Natural language processing · Numeracy · Numeral system · Pedagogy · Reading (process · Sequence (biology · Set (abstract data type · Word (group theory · Cognitive and developmental aspects of mathematical skills · Communication · Computer Science · Mathematics · Mathematics Education and Teaching Techniques · Psychology · Reading and Literacy Development · Artificial Intelligence
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| Citations per year | 1.75 |
|---|---|
| Citation span | 2018 - 2026 (9) |
| Highly cited | No |