Literaturnachweis - Detailanzeige
| Autor/inn/en | Baroody, Arthur J.; Lai, Menglung |
|---|---|
| Titel | The Development and Assessment of Counting-Based Cardinal Number Concepts |
| Quelle | In: Educational Studies in Mathematics, 111 (2022) 2, S.185-205 (21 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
| Zusatzinformation | ORCID (Baroody, Arthur J.) ORCID (Lai, Menglung) Weitere Informationen |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 0013-1954 |
| DOI | 10.1007/s10649-022-10153-5 |
| Schlagwörter | Concept Formation; Number Concepts; Computation; Preschool Children; Mathematics Education |
| Abstract | The give-"n" task is widely used in developmental psychology to indicate young children's knowledge or use of the cardinality principle (CP): the last number word used in the counting process indicates the total number of items in a collection. Fuson (1988) distinguished between the CP, which she called the count-cardinal concept, and the cardinal-count concept, which she argued is a more advanced cardinality concept that underlies the counting-out process required by the give-"n" task with larger numbers. One aim of the present research was to evaluate Fuson's disputed hypothesis that these two cardinality concepts are distinct and that the count-cardinal concept serves as a developmental prerequisite for constructing the cardinal-count concept. Consistent with Fuson's hypothesis, the present study with twenty-four 3- and 4-year-olds revealed that success on a battery of tests assessing understanding of the count-cardinal concept was significantly and substantially better than that on the give-"n" task, which she presumed assessed the cardinal-count concept. Specifically, the results indicated that understanding the count-cardinal concept is a necessary condition for understanding the cardinal-count concept. The key methodological implication is that the widely used give-"n" task may significantly underestimate children's understanding of the CP or count-cardinal concept. The results were also consistent with a second aim, which was to confirm that number constancy concepts develop after the count-cardinal concept but before the cardinal-count concept. (As Provided). |
| Anmerkungen | Springer. Available from: Springer Nature. One New York Plaza, Suite 4600, New York, NY 10004. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-460-1700; e-mail: customerservice@springernature.com; Web site: https://link.springer.com/ |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2024/1/01 |
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