1 |
Kang, J. (2016). A survey on the elementary school teachers' perceptions and actual conditions of counting [Master's Thesis, Busan National University of Education].
|
2 |
Ministry of Education, Science and Technology (2009a). Mathematics 2-1. Doosan.
|
3 |
Ministry of Education, Science and Technology (2009b). Teacher's guide: Mathematics 2-1. Doosan.
|
4 |
Ministry of Education (2016). Mathematics 1-2. Chunjae Education.
|
5 |
Ministry of Education (2017a). Mathematics 1-2. Chunjae Education.
|
6 |
Ministry of Education (2017b). Mathematics 2-1. Chunjae Education.
|
7 |
Ministry of Education (2017c). Teacher's guide: Mathematics 2-1. Chunjae Education.
|
8 |
Ministry of Education (2020). Results of TIMSS 2019. https://if-blog.tistory.com/11535
|
9 |
National Curriculum Information Center (2021). Nuri curriculum by ages. http://ncic.re.kr/mobile.kri.org4.inventoryList.do?degreeCode=1010&classCodes=1000&openYear=2015&openMonth=02
|
10 |
National Legal Information Center (2022). Basic Education Guarantee Act [No. 18458]. https://www.law.go.kr/LSW/lsInfoP.do?efYd=20220325&lsiSeq=235575#0000
|
11 |
Yoo, M. J. (2014). Investigation of the first grade students' beginning counting ability [Master's Thesis, Gyeongin National University of Education].
|
12 |
Jang, S. Y. (2010). Effective teaching method with errors on numbers and operations in the first grade of elementary school [Master's Thesis, Gwangju National University of Education].
|
13 |
Chang, H., Lim, M., & Kang, T. (2015). Levels of elementary mathematics underachievers' understanding of place value. Journal of Educational Research in Mathematics, 25(3), 347-366.
|
14 |
Baroody, A. J. (1986). Counting ability of moderately and mildly handicapped children. Education and Training of the Mentally Retarded, 21(4), 289-300.
|
15 |
Fritz, A., Ehlert, A., & Balzer, L. (2013). Development of mathematical concepts as basis for an elaborated mathematical understanding. South African Journal of Childhood Education, 3(1), 38-67.
|
16 |
Biddlecomb, B., & Carr, M. (2011). A longitudinal study of the development of mathematics strategies and underlying counting schemes. International Journal of Science and Mathematics Education, 9(1), 1-24.
DOI
|
17 |
Camos, V. (2003). Counting strategies from 5 years to adulthood: Adaptation to structural features. European Journal of Psychology of Education, 18(3), 251-265.
|
18 |
Chan, W. W. L., Au, T. K., Lau, N. T., & Tang, J. (2017). Counting errors as a window onto children's place-value concept. Contemporary Educational Psychology, 51, 123-130.
DOI
|
19 |
Fuson, K. C., Pergament, G. G., Lyons, B. G., & Hall, J. W. (1985). Children's conformity to the cardinality rule as a function of set size and counting accuracy. Child Development, 56(6), 1429-1436.
DOI
|
20 |
Geary, D. C. (2000). From infancy to adulthood: The development of numerical abilities. European Child & Adolescent Psychiatry, 9(2), S11-S16.
DOI
|
21 |
Gelman, R., & Gallistel, C. (1978) The child's understanding of number. Harvard University Press.
|
22 |
Gervasoni, A. (2003). Difficulties children face when learning to count. In Mathematics education research: Innovation, networking, opportunity. Proceedings of the 26th annual conference of the Mathematics Education Research Group of Australasia (pp. 388-395).
|
23 |
Greeno, J. G., Riley, M. S., & Gelman, R. (1984). Conceptual competence and children's counting. Cognitive Psychology, 16(1), 94-143.
|
24 |
Muldoon, K., Towse, J., Simms, V., Perra, O., & Menzies, V. (2013). A longitudinal analysis of estimation, counting skills, and mathematical ability across the first school year. Developmental Psychology, 49(2), 250.
|
25 |
Gregoire, J., & Van Nieuwenhoven, C. (1995). Counting at nursery school and at primary school: Toward an instrument for diagnostic assessment. European Journal of Psychology of Education, 10(1), 61-75.
DOI
|
26 |
Logie, R. H., & Baddeley, A. D. (1987). Cognitive processes in counting. Journal of Experimental Psychology: Learning, Memory, and Cognition, 13(2), 310.
|
27 |
Maclellan, E. (1995). Counting all, counting on, counting up, counting down: The role of counting in learning to add and subtract. Education 3-13, 23(3), 17-21.
DOI
|
28 |
Nieder, A. (2019). A brain for numbers. 박선진(역, 2022). 수학하는 뇌. 바다출판사
|
29 |
Price, P. S. (2001). The development of year 3 students' place-value understanding: Representations and concepts [Unpublished Doctoral Thesis: Queensland University of Technology].
|
30 |
Resnick, L. B. (1989). Developing mathematical knowledge. American Psychologist, 44(2), 162-169
DOI
|
31 |
Rodriguez, P., Lago, M. O., Enesco, I., & Guerrero, S. (2013). Children's understandings of counting: Detection of errors and pseudoerrors by kindergarten and primary school children. Journal of Experimental Child Psychology, 114(1), 35-46.
DOI
|
32 |
Russo, J. (2015). Teaching with challenging tasks: Two 'how many' problems. Prime Number, 30(4), 9-11.
|
33 |
Russo, J. (2020). Designing and scaffolding rich mathematical learning experiences with challenging tasks. Australian Primary Mathematics Classroom, 25(1), 3-10.
|
34 |
Thomas, N. D., Mulligan, J., & Goldin, G. A. (1996). Children's representations of the counting sequence 1-100: cognitive structural development. In L. Puig, & A. Gutierrez (Eds.), Proceedings of the 20th annnual Conference of the International Group for the Psychology of Mathematics Education (Vol. 4, pp. 307-315). International Group for the Psychology of Mathematics Education.
|
35 |
Schiffman, J., & Laski, E. V. (2018). Materials count: Linear-spatial materials improve young children's addition strategies and accuracy, irregular arrays don't. PloS One, 13(12), e0208832.
|
36 |
Shannon, L. (1978). Spatial strategies in the counting of young children. Child Development, 49(4), 1212-1215.
DOI
|
37 |
Starkey, P., & Gelman, R. (2020). The development of addition and subtraction abilities prior to formal schooling in arithmetic. In T. P. Carpenter, J. M. Moser, & T. A. Romberg (Eds.). Addition and subtraction: A cognitive perspective. (pp. 99-116), Routledge.
|
38 |
Thomas, N. D., Mulligan, J., & Goldin, G. A. (2002). Children's representation and structural development of the counting sequence 1-100. The Journal of Mathematical Behavior, 21(1), 117-133.
DOI
|