Development of Place-Value Numeration Concepts in Chinese Children: Ages 3 through 9
Description: 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.
Date: August 1995
Creator: Chang, Sy-Ning
Partner: UNT Libraries