ERIC
public full text
Public Domain
Early Childhood Numeracy.
This paper surveys the area of early childhood numeracy and offers thoughts on best practices in early childhood learning and teaching as it applies to the learning and teaching of numeracy knowledge and skills. Exemplary early childhood numeracy programs are considered against established norms of
Conceptio Open Archive
Analyze & explore related research in Conceptio
Connect this record directly into your research workflow or AI agent. Explore citations across open repositories, query full text, and export structured proof bundles.
This document is indexed with metadata only: full text is not available in the archive for this record. Open the official source ↗
Related documents
- Instructional Practices of Grade 3 Teachers in Numeracy: Basis for Enhancing the Numeracy Program#424852
- Absolute and Relative Judgment Accuracy: Early Childhood Teachers' Competence to Evaluate Children's Mathematical Skills#641993
- Learners’ Beliefs in Learning Mathematics and their Numeracy Skills: An Intervention Program#1299341
- Enhancing the Mathematics Performance Level of Grade 8 Students through The Number Tower: A Game-Based Intervention in Addition and Subtraction of Integers#357303
- Turkish adaptation of the Children's Numeracy Interest Scale and its relationship with parental math involvement.#1166907
Record · ID 1264666
Retrieved via Conceptio: every document is proof-bundled with source, license, and retrieval metadata.
Retrieved via Conceptio: every document is proof-bundled with source, license, and retrieval metadata.
Bring this data into your agent: Connect via MCP or API · 20 free credits to start · no card required
Read the Docs → · View CLI source on GitHub · Conceptio Open Knowledge Archive
Read the Docs → · View CLI source on GitHub · Conceptio Open Knowledge Archive