Development of Place-Value Numeration Concepts in Chinese Children: Ages 3 through 9 Page: 4
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Findings further indicated that the inability to create the hierarchical
structure of numerical inclusion (part-whole numerical relations) was a
universal cognitive limitation common to all Chinese, American, and
Genevan younger children in their attempt to comprehend the place-value
numeration system; that structures of Chinese spoken-number words
seemingly had influences on children's construction of place-value
understanding; and that adult assistance during a child's performance in
some place-value tasks involved a sort of "scaffolding" process that led the
child in a direction that enabled him/her to solve problems which would
have been beyond his/her unassisted efforts.
Implications for instructional strategies are made for both American
and Chinese teachers. Suggestions for farther research are also discussed.
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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/m1/4/: accessed April 25, 2024), University of North Texas Libraries, UNT Digital Library, https://digital.library.unt.edu; .