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Educação e Pesquisa
This study aimed at analyzing the development of Ecuadorian children's early numerical abilities during the Kindergarten year in relation to their SES, the quality of their early mathematics education, and the attended school type. 179 Ecuadorian Kindergartners (18 classrooms, 6 classrooms per school type) were offered a standards-based early numeracy test at both the start and the end of the Kindergarten year. In all classrooms, the quality of early mathematics education was assessed twice viadoi:10.1590/s1678-463444201801164156 fatcat:x7uocj7xlzdnxbubtiv4rwsckq