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Erratum to: Identifying Opportunities for Grade One Children to Acquire Foundational Number Sense: Developing a Framework for Cross Cultural Classroom Analyses

Erratum to: Identifying Opportunities for Grade One Children to Acquire Foundational Number... Early Childhood Educ J (2015) 43:269 DOI 10.1007/s10643-015-0694-5 ERRATUM Erratum to: Identifying Opportunities for Grade One Children to Acquire Foundational Number Sense: Developing a Framework for Cross Cultural Classroom Analyses Paul Andrews Judy Sayers Published online: 6 February 2015 Springer Science+Business Media New York 2015 Acknowledgments The authors are extremely grateful to Jenni Erratum to: Early Childhood Educ J Back and Lisa Bjo¨rklund Boistrup for their generous and very helpful DOI 10.1007/s10643-014-0653-6 sharing of their Hungarian and Swedish data, respectively. Due to an oversight during the final stages of revision, the authors omitted their acknowledgements in the original publication. The complete text should read as given here. The online version of the original article can be found under doi:10.1007/s10643-014-0653-6. P. Andrews (&)  J. Sayers Stockholm University, 106 91 Stockholm, Sweden e-mail: paul.andrews@mnd.su.se http://www.deepdyve.com/assets/images/DeepDyve-Logo-lg.png Early Childhood Education Journal Springer Journals

Erratum to: Identifying Opportunities for Grade One Children to Acquire Foundational Number Sense: Developing a Framework for Cross Cultural Classroom Analyses

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Erratum to: Identifying Opportunities for Grade One Children to Acquire Foundational Number Sense: Developing a Framework for Cross Cultural Classroom Analyses

Abstract

Early Childhood Educ J (2015) 43:269 DOI 10.1007/s10643-015-0694-5 ERRATUM Erratum to: Identifying Opportunities for Grade One Children to Acquire Foundational Number Sense: Developing a Framework for Cross Cultural Classroom Analyses Paul Andrews Judy Sayers Published online: 6 February 2015 Springer Science+Business Media New York 2015 Acknowledgments The authors are extremely grateful to Jenni Erratum to: Early Childhood Educ J Back and Lisa Bjo¨rklund Boistrup for their generous and...
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Publisher
Springer Journals
Copyright
Copyright © 2015 by Springer Science+Business Media New York
Subject
Education; Learning & Instruction; Education (general); Sociology of Education; Sociology, general
ISSN
1082-3301
eISSN
1573-1707
DOI
10.1007/s10643-015-0694-5
Publisher site
See Article on Publisher Site

Abstract

Early Childhood Educ J (2015) 43:269 DOI 10.1007/s10643-015-0694-5 ERRATUM Erratum to: Identifying Opportunities for Grade One Children to Acquire Foundational Number Sense: Developing a Framework for Cross Cultural Classroom Analyses Paul Andrews Judy Sayers Published online: 6 February 2015 Springer Science+Business Media New York 2015 Acknowledgments The authors are extremely grateful to Jenni Erratum to: Early Childhood Educ J Back and Lisa Bjo¨rklund Boistrup for their generous and very helpful DOI 10.1007/s10643-014-0653-6 sharing of their Hungarian and Swedish data, respectively. Due to an oversight during the final stages of revision, the authors omitted their acknowledgements in the original publication. The complete text should read as given here. The online version of the original article can be found under doi:10.1007/s10643-014-0653-6. P. Andrews (&)  J. Sayers Stockholm University, 106 91 Stockholm, Sweden e-mail: paul.andrews@mnd.su.se

Journal

Early Childhood Education Journal – Springer Journals

Published: Feb 6, 2015

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