On learning number: The ‘-ty’ and ‘-teen’ confusion
The aim of this paper is to draw out implications for the early learning of number from a detailed analysis of the work of one student, over an eight month period. The background to this work was our research interest in exploring the potential of approaching number without a focus on objects and ca...
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| Main Authors: | , |
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| Format: | Default Conference proceeding |
| Published: |
2017
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| Subjects: | |
| Online Access: | https://hdl.handle.net/2134/27012 |
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