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.
Zeitschrift:
Early Childhood Research Quarterly

ISSN: 0885-2006

Datum der Publikation: 2022

Ausgabe: 61

Seiten: 81-89

Art: Artikel

DOI: 10.1016/J.ECRESQ.2022.05.009 GOOGLE SCHOLAR lock_openOpen Access editor
Datenquelle: Scopus