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Search research articles

ABOUT JoVE

Overview Leadership Blog JoVE Help Center

AUTHORS

Publishing Process Editorial Board Scope & Policies Peer Review FAQ Submit

LIBRARIANS

Testimonials Subscriptions Access Resources Library Advisory Board FAQ

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JoVE Journal Methods Collections JoVE Encyclopedia of Experiments Archive

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JoVE Core JoVE Business JoVE Science Education JoVE Lab Manual Faculty Resource Center Faculty Site

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Lisa Fast

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Journal of Experimental Child Psychology|October 2, 2009

Knowledge of counting principles: how relevant is order irrelevance?Deepthi Kamawar, Jo-Anne Lefevre, Jeffrey Bisanz, et al.

Child Development|November 17, 2010

Pathways to mathematics: longitudinal predictors of performanceJo-Anne LeFevre, Lisa Fast, Sheri-Lynn Skwarchuk, et al.

Journal of Experimental Child Psychology|December 20, 2005

What counts as knowing? The development of conceptual and procedural knowledge of counting from kindergarten through Grade 2Jo-Anne LeFevre, Brenda L Smith-Chant, Lisa Fast, et al.

Pageof 1

Search research articles

Showing results (1-10 of 3) with videos related to

Sort By:

Pageof 1

Journal of Experimental Child Psychology|October 2, 2009

Knowledge of counting principles: how relevant is order irrelevance?Deepthi Kamawar, Jo-Anne Lefevre, Jeffrey Bisanz, et al.

Child Development|November 17, 2010

Pathways to mathematics: longitudinal predictors of performanceJo-Anne LeFevre, Lisa Fast, Sheri-Lynn Skwarchuk, et al.

Journal of Experimental Child Psychology|December 20, 2005

What counts as knowing? The development of conceptual and procedural knowledge of counting from kindergarten through Grade 2Jo-Anne LeFevre, Brenda L Smith-Chant, Lisa Fast, et al.

Pageof 1