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dc.contributor.authorGray, Eddie M.en
dc.contributor.authorPitta-Pantazi, Demetraen
dc.contributor.authorTall, Daviden
dc.creatorGray, Eddie M.en
dc.creatorPitta-Pantazi, Demetraen
dc.creatorTall, Daviden
dc.date.accessioned2017-07-27T10:42:19Z
dc.date.available2017-07-27T10:42:19Z
dc.date.issued2000
dc.identifier.urihttps://gnosis.library.ucy.ac.cy/handle/7/38043
dc.description.abstractIt is the purpose of this article to present a review of research evidence that indicates the existence of qualitatively different thinking in elementary number development. In doing so, the article summarizes empirical evidence obtained over a period of 10 years. This evidence first signaled qualitative differences in numerical processing, and was seminal in the development of the notion of procept. More recently, it examines the role of imagery in elementary number processing. Its conclusions indicate that in the abstraction of numerical concepts from numerical processes qualitatively different outcomes may arise because children concentrate on different objects or different aspects of the objects, which are components of numerical processing. © 2000 Elsevier Science Inc.en
dc.sourceJournal of Mathematical Behavioren
dc.source.urihttps://www.scopus.com/inward/record.uri?eid=2-s2.0-0041686153&partnerID=40&md5=32ada42c922833167cd4edf7c503cc45
dc.titleObjects, Actions, and Images: A Perspective on Early Number Developmenten
dc.typeinfo:eu-repo/semantics/article
dc.identifier.doi10.1016/S0732-3123(00)00025-0
dc.description.volume18
dc.description.issue4
dc.description.startingpage401
dc.description.endingpage413
dc.author.facultyΣχολή Κοινωνικών Επιστημών και Επιστημών Αγωγής / Faculty of Social Sciences and Education
dc.author.departmentΤμήμα Επιστημών της Αγωγής / Department of Education
dc.type.uhtypeArticleen
dc.description.notesCited By :13en
dc.source.abbreviationJ.Math.Behav.
dc.source.otherScopus
dc.contributor.orcidPitta-Pantazi, Demetra [0000-0002-9580-5674]


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