. "4 Developmental Variation, Sociocultural Influences, and Difficulties in Mathematics." Mathematics Learning in Early Childhood: Paths Toward Excellence and Equity. Washington, DC: The National Academies Press, 2009.
The following HTML text is provided to enhance online
readability. Many aspects of typography translate only awkwardly to HTML.
Please use the page image
as the authoritative form to ensure accuracy.
Mathematics Learning in Early Childhood: Paths Toward Excellence and Equity
McLoyd, V.C. (1990). The impact of economic hardship on Black families and children: Psychological distress, parenting, and socioemotional development. Child Development, 61, 311-346.
Menninger, K. (1958/1969). Number Words and Number Symbols: A Cultural History ofNumbers. (P. Broneer, Trans.). Cambridge, MA: MIT Press. (Original work published 1958.)
Miller, K.F. (1992). What a number is: Mathematical foundations and developing number concepts. In J.I.D. Campbell (Ed.), The Nature and Origin of Mathematical Skills (pp. 3-38). New York: Elsevier Science.
Miller, K.F., and Stigler, J.W. (1987). Counting in Chinese: Cultural variation in a basic cognitive skill. Cognitive Development, 2, 279-305.
Miller, K.F., Smith, C.M., Zhu, J., and Zhang, H. (1995). Preschool origins of cross-national differences in mathematical competence: The role of number-naming systems. Psychological Science, 6(1), 56-60.
Miura, I.T. (1987). Mathematics achievement as a function of language. Journal of Educational Psychology, 79(1), 79-82.
Miura, I.T., and Okamoto, Y. (1989). Comparisons of U.S. and Japanese first graders’ cognitive representation of number and understanding of place value. Journal of EducationalPsychology, 81(1), 109-114.
Miura, I.T., and Okamoto, Y. (2003). Language supports for mathematics understanding and performance. In A.J. Baroody and A. Dowker (Eds.), The Development of ArithmeticConcepts and Skills—Constructing Adaptive Expertise: Studies in Mathematical Thinking and Learning (pp. 229-242). Hillsdale, NJ: Erlbaum.
Miura, I.T., Kim, C.C., Chang, C., and Okamoto, Y. (1988). Effects of language characteristics on children’s cognitive representation of number: Cross-national comparisons. ChildDevelopment, 59, 1445-1450.
Miura, I.T., Okamoto, Y., Kim, C.C., Steere, M., and Fayol, M. (1993). First graders’ cognitive representation of number and understanding of place value: Cross-national comparisons—France, Japan, Korea, Sweden, and the United States. Journal of EducationalPsychology, 85(1), 24-30.
National Center for Education Statistics. (2007). The Nation’s Report Card, Mathematics2007: National Assessment of Educational Progress at Grades 4 and 8. Washington, DC: Institute of Education Sciences, U.S. Department of Education.
National Council of Teachers of Mathematics. (2000). Principles and Standards for SchoolMathematics. Reston, VA: Author.
Ostad, S.A. (1998). Developmental differences in solving simple arithmetic word problems and simple number-fact problems: A comparison of mathematically normal and mathematically disabled children. Mathematical Cognition, 4(1), 1-19.
Pica, P., Lemer, C., Izard, V., and Dehaene, S. (2004). Exact and approximate arithmetic in an Amazonian Indigene group. Science, 499-503.
Ramani, G.B., and Siegler, R.S. (2008). Promoting broad and stable improvements in lowincome children’s numerical knowledge through playing number board games. ChildDevelopment, 79, 375-394. Available: http://www.psy.cmu.edu/~siegler/Ram-Sieg2008.pdf [accessed October 2008].
Rosser, R.A., Ensing, S.S., Glider, P.J., and Lane, S. (1984). An information processing analysis of children’s accuracy in predicting the appearance of rotated stimuli. Child Development, 55, 2204-2211.
Russell, R.L., and Ginsburg, H.P. (1984). Cognitive analysis of children’s mathematic difficulties. Cognition and Instruction, 1(2), 217-244.
Sarama, J., Clements, D.H., Starkey, P., Klein, A., and Wakeley, A. (2008). Scaling up the implementation of a pre-kindergarten mathematics curriculum: Teaching for understanding with trajectories and technologies. Journal of Research on Educational Effectiveness, 1, 89-119.