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Figuring out children’s number representations: lessons from cross-cultural work

Research output: Contribution in Book/Report/Proceedings - With ISBN/ISSNChapter

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Figuring out children’s number representations: lessons from cross-cultural work. / Towse, John; Muldoon, Kevin; Simms, Victoria.
Oxford handbook of numerical cognition. ed. / Roi Cohen Kadosh; Anne Dowker. Oxford: Oxford University Press, 2014.

Research output: Contribution in Book/Report/Proceedings - With ISBN/ISSNChapter

Harvard

Towse, J, Muldoon, K & Simms, V 2014, Figuring out children’s number representations: lessons from cross-cultural work. in R Cohen Kadosh & A Dowker (eds), Oxford handbook of numerical cognition. Oxford University Press, Oxford. https://doi.org/10.1093/oxfordhb/9780199642342.013.013

APA

Towse, J., Muldoon, K., & Simms, V. (2014). Figuring out children’s number representations: lessons from cross-cultural work. In R. Cohen Kadosh, & A. Dowker (Eds.), Oxford handbook of numerical cognition Oxford University Press. https://doi.org/10.1093/oxfordhb/9780199642342.013.013

Vancouver

Towse J, Muldoon K, Simms V. Figuring out children’s number representations: lessons from cross-cultural work. In Cohen Kadosh R, Dowker A, editors, Oxford handbook of numerical cognition. Oxford: Oxford University Press. 2014 doi: 10.1093/oxfordhb/9780199642342.013.013

Author

Towse, John ; Muldoon, Kevin ; Simms, Victoria. / Figuring out children’s number representations : lessons from cross-cultural work. Oxford handbook of numerical cognition. editor / Roi Cohen Kadosh ; Anne Dowker. Oxford : Oxford University Press, 2014.

Bibtex

@inbook{2c4aad1951ed4540a259488323390c05,
title = "Figuring out children{\textquoteright}s number representations: lessons from cross-cultural work",
abstract = "We explore how numbers are represented amongst children in different cultures, and show how this can enrich our understanding of mathematical cognition. We focus on two specific, related topics; the representation of multi-digit numbers and the scaling of a mental number line. We consider whether linguistic differences in number structures directly influence children{\textquoteright}s understanding of place value. We also consider whether cross-cultural and developmental differences in the quality of children{\textquoteright}s mental representations of number are direct influences on mathematical skill. Together, these two topics allow us to consider evidence for the existence of cross-cultural difference in mathematics and investigate factors that might underlie them. We propose that whilst the interpretation of data needs to proceed cautiously, valuable insights can be gained from relevant research.",
keywords = "cross-cultural research, number representations , mental number line , place value",
author = "John Towse and Kevin Muldoon and Victoria Simms",
year = "2014",
month = mar,
doi = "10.1093/oxfordhb/9780199642342.013.013",
language = "English",
editor = "{Cohen Kadosh}, Roi and Anne Dowker",
booktitle = "Oxford handbook of numerical cognition",
publisher = "Oxford University Press",

}

RIS

TY - CHAP

T1 - Figuring out children’s number representations

T2 - lessons from cross-cultural work

AU - Towse, John

AU - Muldoon, Kevin

AU - Simms, Victoria

PY - 2014/3

Y1 - 2014/3

N2 - We explore how numbers are represented amongst children in different cultures, and show how this can enrich our understanding of mathematical cognition. We focus on two specific, related topics; the representation of multi-digit numbers and the scaling of a mental number line. We consider whether linguistic differences in number structures directly influence children’s understanding of place value. We also consider whether cross-cultural and developmental differences in the quality of children’s mental representations of number are direct influences on mathematical skill. Together, these two topics allow us to consider evidence for the existence of cross-cultural difference in mathematics and investigate factors that might underlie them. We propose that whilst the interpretation of data needs to proceed cautiously, valuable insights can be gained from relevant research.

AB - We explore how numbers are represented amongst children in different cultures, and show how this can enrich our understanding of mathematical cognition. We focus on two specific, related topics; the representation of multi-digit numbers and the scaling of a mental number line. We consider whether linguistic differences in number structures directly influence children’s understanding of place value. We also consider whether cross-cultural and developmental differences in the quality of children’s mental representations of number are direct influences on mathematical skill. Together, these two topics allow us to consider evidence for the existence of cross-cultural difference in mathematics and investigate factors that might underlie them. We propose that whilst the interpretation of data needs to proceed cautiously, valuable insights can be gained from relevant research.

KW - cross-cultural research

KW - number representations

KW - mental number line

KW - place value

U2 - 10.1093/oxfordhb/9780199642342.013.013

DO - 10.1093/oxfordhb/9780199642342.013.013

M3 - Chapter

BT - Oxford handbook of numerical cognition

A2 - Cohen Kadosh, Roi

A2 - Dowker, Anne

PB - Oxford University Press

CY - Oxford

ER -