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Figuring Out Children’s Number Representations: Lessons from Cross-Cultural Work

Towse, John, Muldoon, Kevin and Simms, Victoria (2014) Figuring Out Children’s Number Representations: Lessons from Cross-Cultural Work. In: The Oxford Handbook of Numerical Cognition. Oxford University Press, pp. 12-40. ISBN 10.1093/oxfordhb/9780199642342.013.013 [Book section]

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DOI: 10.1093/oxfordhb/9780199642342.013.013


This chapter explores how numbers are represented amongst children in different cultures, and shows how this can enrich our understanding of mathematical cognition. It focuses on two specific, related topics: the representation of multi-digit numbers and the scaling of a mental number line. The authors consider whether linguistic differences in number structures directly influence children’s understanding of place value. They also consider whether cross-cultural and developmental differences in the quality of children’s mental representations of number are direct influences on mathematical skill. Together, these two topics allow us to consider evidence for the existence of cross-cultural difference in mathematics and investigate factors that might underlie them. The authors propose that whilst the interpretation of data needs to proceed cautiously, valuable insights can be gained from relevant research.

Item Type:Book section
Faculties and Schools:Faculty of Life and Health Sciences
Faculty of Life and Health Sciences > School of Psychology
Research Institutes and Groups:Psychology Research Institute > Peace, Conflict and Equality
Psychology Research Institute
ID Code:29112
Deposited By: Dr Victoria Simms
Deposited On:31 Mar 2014 08:15
Last Modified:31 Mar 2014 08:15

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