Twenty-one preschool children who came from two kindergartens in Shanghai were chosen as research objects. The children were assigned in two groups. The children whose development of number concept was in a high level were in Group H and the children whose development of number concept was in a low level were in Group C.

The study showed that in terms of the educational beliefs, mothers whose children had the higher development level in number concept, were more likely to respect children's interests in learning mathematics and to create democratic atmosphere to promote children's learning;

In terms of the mothers' educational behavior, the mothers whose children had the higherdevelopment level in number concept were more likely to take an advantage of all kinds of strategies.

A qualitative research method as well as quantitative method was used in the study. The children's mothers in both groups were interviewed. Four mother-child dyads were observed for their interaction in a joint mathematical activity.

It is the purpose of this article to compare the development of mathematical conceptsof grade 1 to 6, moderate and severely mentally disabled children whose mental age ranges from 3 to 6 and that of normal children with the same mental age.

The virtual carbon number concept is investigated.

Based on the gain-number concept, canonical forms will be presented of the ambiguity search spaces of the geometry-based model, the time-averaged model, and the geometry-free model.

An extension of Reiner's "Deborah Number" concept to a Wide field of rheological investigations

A version of the equivalent carbon number concept, utilizing the Snyder polarity index, was used to identity the molecular species.

These results agree with those of other studies of number concept in nonhuman primates and lend further support to the idea that nonhuman primates have at least some type of number appreciation.

It is the purpose of this article to compare the development of mathematical conceptsof grade 1 to 6, moderate and severely mentally disabled children whose mental age ranges from 3 to 6 and that of normal children with the same mental age. The results show that the ability of learning mathematics concepts depends on the mental age. Therefore, it is advised thax teachers should choose teaching materials according to the mental age of children with mental disability in the teaching and learning of mathematical...

It is the purpose of this article to compare the development of mathematical conceptsof grade 1 to 6, moderate and severely mentally disabled children whose mental age ranges from 3 to 6 and that of normal children with the same mental age. The results show that the ability of learning mathematics concepts depends on the mental age. Therefore, it is advised thax teachers should choose teaching materials according to the mental age of children with mental disability in the teaching and learning of mathematical concepts.