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<https://discovery.ucl.ac.uk/id/eprint/10020347> <http://purl.org/dc/terms/title> "Childrens understanding of number in the primary school years : a unifying view from early counting knowledge of place value"^^<http://www.w3.org/2001/XMLSchema#string> .
<https://discovery.ucl.ac.uk/id/eprint/10020347> <http://purl.org/ontology/bibo/abstract> "Previous research has tended to focus on the development of separate number\ncomponents (e.g. counting, addition, written numbers) and so, cannot comment on\nhow development in one component affect development in others. The purpose of this\nthesis was to provide preliminary evidence towards a unifying view about the\ndevelopment of children's number competence, from early counting skills, at age four,\nto knowledge of place value, at age seven. To accomplish that aim 152 children from\nthree different cohorts (Reception, Year 1 and Year 2) were given thirteen maths tasks,\nthree times along one school year, assessing their understanding of four separate\nnumber components: counting and knowledge of the number-word sequence;\ngeneration of verbal number-words and the understanding of the structure of the\nnumeration system; understanding of the arithmetical operations; and the ability to read\nand write numbers and understanding of the principles underlying place value. Beyond\nthe assessment of these various number components, special emphasis was given to\nthe separate role of each component and the developmental inter-relations amongst\ncomponents in the child's development of progressively more complex ideas about\nnumber.\nBased on the children's performance on these tasks and the exploration of their\nrelationships along time, it was possible to outline a preliminary proposal about\nchildren's number development. The evidence suggests that each number component\nplays a significant role at key times. For example, no children could develop the\ncounting-on strategy or succeed in the arithmetical operation tasks without prior\nknowledge of continuation of counting. The data also showed that no development is\npossible without the inter-related development of several components, at other times.\nFor example, no child could understand the structure of the decade numeration system\nwithout previous combined understanding of continuation of counting, addition and\nmultiplication. Between 93% and 97% of the children fitted the model proposed in the\nvarious assessments.\nAlthough limited by the constraints of a correlational design, these findings\nsuggest that the present inter-relational approach is relevant and worth further\ninvestigation through the introduction of intervention studies and the rigorous\nexamination of causality."^^<http://www.w3.org/2001/XMLSchema#string> .
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