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We Cannot Ignore the Signs: The Development of Equivalence and Arithmetic for Students from Grades 3 to 4.

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Title: We Cannot Ignore the Signs: The Development of Equivalence and Arithmetic for Students from Grades 3 to 4.
Authors: Xu, Chang1,2 (AUTHOR) c.xu@qub.ac.uk, Li, Hongxia3 (AUTHOR) lihongxia@sdnu.edu.cn, Di Lonardo Burr, Sabrina4 (AUTHOR), Si, Jiwei3 (AUTHOR), LeFevre, Jo-Anne2 (AUTHOR), Zhuo, Xinfeng3 (AUTHOR)
Source: Journal of Cognition & Development. 2024, Vol. 25 Issue 1, p46-65. 20p.
Database: Academic Search Ultimate
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  Data: We Cannot Ignore the Signs: The Development of Equivalence and Arithmetic for Students from Grades 3 to 4.
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  Data: <searchLink fieldCode="AR" term="%22Xu%2C+Chang%22">Xu, Chang</searchLink><relatesTo>1,2</relatesTo> (AUTHOR)<i> c.xu@qub.ac.uk</i><br /><searchLink fieldCode="AR" term="%22Li%2C+Hongxia%22">Li, Hongxia</searchLink><relatesTo>3</relatesTo> (AUTHOR)<i> lihongxia@sdnu.edu.cn</i><br /><searchLink fieldCode="AR" term="%22Di+Lonardo+Burr%2C+Sabrina%22">Di Lonardo Burr, Sabrina</searchLink><relatesTo>4</relatesTo> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Si%2C+Jiwei%22">Si, Jiwei</searchLink><relatesTo>3</relatesTo> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22LeFevre%2C+Jo-Anne%22">LeFevre, Jo-Anne</searchLink><relatesTo>2</relatesTo> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Zhuo%2C+Xinfeng%22">Zhuo, Xinfeng</searchLink><relatesTo>3</relatesTo> (AUTHOR)
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  Data: <searchLink fieldCode="JN" term="%22Journal+of+Cognition+%26+Development%22">Journal of Cognition & Development</searchLink>. 2024, Vol. 25 Issue 1, p46-65. 20p.
PLink https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=asn&AN=174709938
RecordInfo BibRecord:
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      – Type: doi
        Value: 10.1080/15248372.2023.2245507
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      – Code: eng
        Text: English
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        StartPage: 46
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      – TitleFull: We Cannot Ignore the Signs: The Development of Equivalence and Arithmetic for Students from Grades 3 to 4.
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            NameFull: Si, Jiwei
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            NameFull: LeFevre, Jo-Anne
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              Text: 2024
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              Y: 2024
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