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Berg, W van der and D. van Eerde (1985). Kwantiwijzer (Number diagnostics). Rotterdam: SVO/ Erasmus University

Fitzhugh, J. I. (1978). The role of subitizing and counting in the development of the young children's conception of small numbers. Dissertation Abstracts International, 40.

Fuson, K. C. (1992). Research on whole number addition and subtraction. In D. A. Grouws (Ed), Handbook of research on mathematics teaching and learning (pp. 243–275)

Hatano, G. (1982). Learning to Add and Subtract: A Japanese Perspective. In J. P. Carpenter, J. M. Moser and T. A. Romberg (eds.) Addition and Subtraction: a cognitive perspective (pp. 211–224). Hillsdale, NJ: Lawrence Erlbaum.

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Papic, M. M., Mulligan, J. T., & Mitchelmore, M. C. (2011). Assessing the development of preschoolers’ mathematical patterning. Journal for Research in Mathematics Education, 42(3), 237-268.

Steffe, L. P. (1992). Learning stages in the construction of the number sequence. In J. Bideaud, C. Meljac &J. P. Fischer (Eds), Pathways to number (pp. 82–98). Hillsdale, NJ: Lawrence Erlbaum.

Treffers, A. (1991). Het rekenrek 1&2 (The arithmetic rack). Willem Bartjens, 8 (3); 8 (4) pp.151–153; pp.199–200.

Wirtz, R. (1980). New Beginning, A Guide to the Think, Talk, Read Math Center for Beginners. Monterey: Curriculum Development Associates.

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NumeracyContinuum introVid_tbn

The Numeracy Continuum Introduction Video