@phdthesis{discovery10007376,
            note = {Unpublished},
            year = {2002},
           title = {Very young children's understanding and use of numbers and number symbols},
          school = {Institute of Education, University of London},
          author = {Ewers-Rogers, Jennifer},
             url = {http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.268763},
        abstract = {Abstract
Children grow up surrounded by numerals reflecting various
uses of number. In their primary school years they are
expected to grasp arithmetical symbols and use measuring
devices. While much research on number development has
examined children's understanding of numerical concepts
and principles, little has investigated their
understanding of these symbols.
This thesis examines studies of understanding and use of
number symbols in a range of contexts and for a variety of
purposes. It reports several studies on the use of
numerals by children aged between 3 and 5 years in Nursery
settings in England, Japan and Sweden and their
understanding of the meanings of these symbols.
167 children were observed and interviewed individually in
the course of participating in a range of practical
activities; the activities were designed for the study and
considered to be appropriate and interesting for young
children.
The results are discussed in terms of how they complement
existing theories of number development and their
relevance to early years mathematics education.}
}