Pensamiento numérico en edades tempranas

Referencias

Baroody, A. J., Lai, M. L. y Mix, K. S. (2006). The development of number and operation sense in early childhood. En O. Saracho y B. Spodek (Eds.), Handbook of research on the education of young children (pp. 187-221). Mahwah, NJ: Erlbaum. Caballero, S. (2005). Un estudio transversal y longitudinal sobre los conocimientos informales de las operaciones aritméticas básicas en niños de educación infantil. Tesis doctoral no publicada, Universidad Complutense, Madrid. Disponible en: http://biblioteca.ucm.es/tesis/psi/ucm-t28929.pdf Carpenter, T. y Moser, J. (1983). The acquisition of addition and subtraction concepts. En R. Lesh y M. Landau (Eds.), Acquisition of mathematics: concepts and processes (pp. 7-44). Nueva York, NY: Academic Press. Castro, E., Rico, L. y Castro, E. (1988). Números y operaciones. Madrid: Síntesis. Castro-Rodríguez, E. y Castro, E. (2013). La relación parte-todo. En L. Rico, M. C. Cañadas, J. Gutiérrez, M. Molina e I. Segovia (Eds.), Investigación en Didáctica de la Matemática. Homenaje a Encarnación Castro (pp. 85-92). Granada, España: Comares. Clements D. H (1999). Subitizing: What is it? Why teach it? Teaching children mathematics. March. (pp. 400- 405). Dsponible en: http://gse.buffalo.edu/fas/clements/files/Subitizing.pdf Clements, D. H. y Sarama, J. (2007). Early childhood mathematics. En F. K. Lester, Jr. (Eds.), Second handbook of mathematics teaching and learning (pp. 461-556). New York, NY: Information Age. Douglass, H. R. (1925). The development of number concept in children of pre-school and kindergarten ages. Journal of Experimental Psychology, 8, 443-470. Freeman, F. N. (1912). Grouped objects as a concrete basis for the number idea. Elementary School Teacher, 8, 303-314. Frydman, O. y Bryant, P. E. (1988). Sharing and the understanding of number equivalence by young children. Cognitive Development, 3, 323-339. Fuson, K. (1988). Children´s counting and concepts of number. New York, NY: Springer-Verlag. Fuson, K. (1992). Research on whole number addition and subtraction. En D. Grouws (Ed.), Handbook of research on mathematics teaching and learning (pp. 243-275). New York, NY: MacMillan. Fuson, K. y Hall, J. (1982). The acquisition of early number word meanings: a conceptual analysis and review. En H. P. Ginsburg (Ed.), Children´s mathematical thinking (pp. 49-107). New York, NY: Academic Press. Geary, D. (1994). Children´s mathematical development: research and practical applications. Washington, DC: American Psychological Association. Gelman, R. y Gallistel, C. R. (1978). The child´s understanding of number. Cambridge, MA: Harvard Press. Ginsburg, H. P. (1977). Children’s arithmetic: the learning process. New York, NY: D. Van Nostrand. Ginsburg, H. P., Choi, Y. E., López, L. S., Netley, R. y Chi, C. Y. (1997). Happy birthday to you: the early mathematical thinking of Asian, South American, and US children. En T. Nunes y P. Bryant (Eds.), Learning and teaching mathematics: an international perspective (pp. 1-45). East Sussex, Reino Unido: Erlbaum/Taylor y Francis. Hughes, M. (1981). Can pre-school children add and subtract? Educational Psychology, 1, 207-219. Huttenlocher, J., Jordan, N. C. y Levine, S. C. (1994). A mental model for early arithmetic. Journal of Experimental Psychology: General, 123, 284-296. Kaufman, E. L., Lord, M. W., Reese, T. W. y Volkmann, J. (1949). The discrimination of visual number. American Journal of Psychology, 62, 498-525. Kilpatrick, J. Swafford, J. y Findell (edrs). (2001). Adding it up. Helping children learn mathematics. Washington, DC: National Academy Press. Disponible en: http://www.nap.edu/openbook.php?record_id=9822 Klahr, D. y Wallace, J. G. (1976). Cognitive development: an information processing view. Hilisdale, NJ: Erlbaum. Lago, M. O., Rodríguez, P., Dopico, C. y Lozano, M. J. (2001). La reformulación de los enunciados del problema: un estudio sobre las variables que inciden en el éxito infantil en los problemas de comparación. Suma, 37, 55- 62. Disponible en http://revistasuma.es/IMG/pdf/37/055-062.pdf Lee, J. S. y Ginsburg, H. P. (2009). Early childhood teachers’ misconceptions about mathematics education for young children in the United States. Australasian Journal of Early Childhood, 34(4), 37-45. Mix, K. S., Huttenlocher, J. y Levine, S. C. (2002). Multiple cues for quantification in infancy: Is number one of them? Psychological Bulletin, 128, 278-294. Newcombe, N. S. (2002). The nativist-empiricist controversy in the context of recent research on spatial and quantitative development. Psychological Science, 13, 395-401. Nunes, T. y Bryant, P. (1996). Children doing mathematics. Oxford, Reino Unido: Blackwell. Piaget, J. y Szeminska, A. (1952). Child’s conception of number. Londres, Reino Unido: Routledge y Kegan Paul. Siegler, R. S. y Robinson, M. (1982). The development of numerical understandings. En H. Reese y L. Lipsitt (Eds.), Advances in child development and behavior (pp. 241-311). Nueva York, NY: Academic Press. Silverman, I.W. y Rose. A. P. (1980). Subitizing and counting skills in 3-year-olds. Developmental Psychology, 16,539-40. Sophian, C. y McCorgray, P. (1994). Part-whole knowledge and early arithmetic problem solving. Cognition & Instruction, 12(1), 3-33. Starkey, P. y Gelman, R. (1982). The development of addition and subtraction abilities prior to formal schooling in arithmetic. En T. Carpenter, J. Moser y T. Romberg (Eds.), Addition and subtraction: a cognitive perspective (pp. 99-116). Hillsdale, NJ: Lawrence Erlbaum Associates. Thorndike, E. (1922). The psychology of arithmetic. New York, NY: Macmillan. Von Glasersfeld, E. (1982). Subitizing: the role of figural patterns in the development of numerical concepts. Archives de Psychologie, 50, 191-218. Weaver, J. F. (1982). Interpretations of number operations and symbolic representations of addition and subtraction. En T. Carpenter, J. Moser y T. Romberg (Eds.), Addition and subtraction: a cognitive perspective (pp. 60-66). Hillsdale, NJ: Lawrence Erlbaum Associates.