Comparative mathematical language in the elementary school: A longitudinal study

Journal article

Warren, Elizabeth A.. (2006). Comparative mathematical language in the elementary school: A longitudinal study. Educational Studies in Mathematics. 62(2), pp. 169 - 189. https://doi.org/10.1007/s10649-006-4627-5

Authors	Warren, Elizabeth A.
Abstract	This paper examines the change in young children’s understanding of ‘equal’, ‘more’, ‘less’, and ‘between’, words commonly used in equivalent and non-equivalent situations, over a 3-year period. Seventy-six children participated in the longitudinal study. Each year they were asked to share their understanding of these four words. Past research has indicated that many children have limited understanding of ‘equal’ as quantitative sameness. The results of this research suggested that many children also have limited understanding of ‘more’ and ‘less’ and that these understandings did not significantly change over the 3-year period.
Year	2006
Journal	Educational Studies in Mathematics
Journal citation	62 (2), pp. 169 - 189
Publisher	Springer Netherlands
ISSN	1573-0816
Digital Object Identifier (DOI)	https://doi.org/10.1007/s10649-006-4627-5
Scopus EID	2-s2.0-33746755267
Page range	169 - 189
Research Group	School of Education
Place of publication	Netherlands

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Warren, Elizabeth and Young, Janelle. (2002). Parent and school partnerships in supporting literacy and numeracy. Asia-Pacific Journal of Teacher Education. 30(3), pp. 217 - 228.