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Additional Readings

Baroody, A. J., Wilkins, J. L. M. (1999). The development of informal counting, number, and arithmetic skills and concepts. In J. V. Copley (Ed.), Mathematics in the early years (pp. 48-65). Reston, VA: National Council of Teachers of Mathematics.

Bresser, R., & Holtzzman, C. (1999). Developing number sense. Sausalito, CA: Math Solutions Publications.

Clements, D. H. (1999). Subitizing: What is it? Why teach it? Teaching Children Mathematics, 5, 400-405.

Dacey, L. S., & Eston, R. (1999). Growing mathematical ideas in kindergarten. Sausalito, CA: Math Solutions Publications.

Kamii, C., Kirkland, L., & Lewis, B. (2001). Representation and abstraction in young children’s numerical reasoning. In A. A. Cuoco (Ed.), The roles of representation in school mathematics (pp. 24-34). Reston, VA: National Council of Teachers of Mathematics.

Losq, C. S. (2005). Number concepts and special needs students: The power of Ten-Frame tiles. Teaching Children Mathematics, 11(6), 310-315.

McClain, K., & Cobb, P. (1999). Supporting students’ ways of reasoning about patterns and partitions. In J. V. Copley (Ed.), Mathematics in the early years (pp. 112-118). Reston, VA: National Council of Teachers of Mathematics.

McIntosh, A., Reys, B., & Reys, B. (1997). Number SENSE: Simple effective number sense experiences [Grades 1-2]. White Plains, NY: Dale Seymour Publications.

Van de Walle, J. A., & Watkins, K. B. (1993). Early development of number sense. In R. J. Jensen (Ed.), Research ideas for the classroom: Early childhood mathematics (pp. 127-150). Old Tappan, NJ: Macmillan.

Weinberg, S. (1996). Going beyond ten black dots. Teaching Children Mathematics, 2, 432-435.

Whitin, D. J., & Wilde, S. (1995). It’s the story that counts: More children’s books for mathematical learning, K-6. Portsmouth, NH: Heinemann.

Wickett, M. S. (1997). Serving up number sense and problem solving: Dinner at the Panda Palace. Teaching Children Mathematics, 3, 476-480.






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