Development of Place-Value Numeration Concepts in Chinese Children: Ages 3 through 9

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This investigation examined Chinese children's development of place-value numeration concepts from ages 3 through 9, compared the development of place-value understanding of these Chinese children with that of American and Genevan children whose performances had been described in the literature, and examined the influence of adult assistance during Chinese children's performances on some of the place-value tasks.

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vii, 181 leaves

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Chang, Sy-Ning August 1995.

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This investigation examined Chinese children's development of place-value numeration concepts from ages 3 through 9, compared the development of place-value understanding of these Chinese children with that of American and Genevan children whose performances had been described in the literature, and examined the influence of adult assistance during Chinese children's performances on some of the place-value tasks.

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vii, 181 leaves

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  • August 1995

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  • March 26, 2014, 9:30 a.m.

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  • April 28, 2020, 10:30 a.m.

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Thumbnail image of item number 1 in: 'Development of Place-Value Numeration Concepts in Chinese Children: Ages 3 through 9'.
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Chang, Sy-Ning. Development of Place-Value Numeration Concepts in Chinese Children: Ages 3 through 9, dissertation, August 1995; Denton, Texas. (https://digital.library.unt.edu/ark:/67531/metadc279231/: accessed May 24, 2024), University of North Texas Libraries, UNT Digital Library, https://digital.library.unt.edu; .

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