Supporting the understanding of cardinal number knowledge in preschoolers: Evidence from instructional practices based on finger patterns

  1. Orrantia, J.
  2. Muñez, D.
  3. Sanchez, R.
  4. Matilla, L.
Revista:
Early Childhood Research Quarterly

ISSN: 0885-2006

Any de publicació: 2022

Volum: 61

Pàgines: 81-89

Tipus: Article

DOI: 10.1016/J.ECRESQ.2022.05.009 GOOGLE SCHOLAR lock_openAccés obert editor
Font de les dades: Scopus