Why set-comparison is vital in early number learning

Muldoon, K and Lewis, C and Freeman, N (2009) Why set-comparison is vital in early number learning. Trends in Cognitive Sciences, 13 (5). pp. 203-208. ISSN 1364-6613

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Abstract

Cardinal numbers serve two logically complementary functions. They tell us how many things are within a set, and they tell us whether two sets are equivalent or not. Current modelling of counting focuses on the representation of number sufficient for the within-set function; however, such representations are necessary but not sufficient for the equivalence function. We propose that there needs to be some consideration of how the link between counting and set-comparison is achieved during formative years of numeracy. We work through the implications to identify how this crucial change in numerical understanding occurs.

Item Type: Article
Subjects: 1. Frameworks for Research and Research Designs > 1.17 Behavioural Research
Depositing User: L-W-S user
Date Deposited: 16 Sep 2009 10:08
Last Modified: 14 Jul 2021 13:50
URI: https://eprints.ncrm.ac.uk/id/eprint/797

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