Emergent Numeracy: Nature, Nurture and Meaning

Source: Curriculum and Teaching, Volume 33, Number 2, 1 December 2018, pp. 5-22(18)

Publisher: James Nicholas Publishers

DOI: https://doi.org/10.7459/ct/33.2.02

No Abstract

Keywords: curiosity; level of actual development; meaningful activity; number concept; semiotic psychology; theoretical thinking; zone of proximal development

Document Type: Research Article

Publication date: 01 December 2018

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Curriculum and Teaching is a bi-annual, refereed, international journal publishing original research. It uses a balanced and comparative perspective to consider curriculum design and development, evaluation, curriculum models, comparative studies in curriculum, innovation and policy, planning, and educational administration.
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