Children’s mapping between symbolic and nonsymbolic representations of number

When children learn to count and acquire a symbolic system for representing numbers, they map these symbols onto a preexisting system involving approximate nonsymbolic representations of quantity. Little is known about this mapping process, how it develops, and its role in the performance of formal...

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Bibliographic Details
Main Authors: Eleanor Mundy, Camilla Gilmore
Format: Default Article
Published: 2009
Subjects:
Numerical cognition
Nonsymbolic magnitudes
Symbolic mathematics
Number comparison
Distance effect
Mathematics achievement
Online Access:https://hdl.handle.net/2134/8765
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