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Predictors of early numeracy: Is there a place for mistakes when learning about number?

Berridge, D. and Lewis, C. and Muldoon, K. (2007) Predictors of early numeracy: Is there a place for mistakes when learning about number? British Journal of Developmental Psychology, 25 (4). pp. 543-558. ISSN 0261-510X

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Abstract

It is one thing to be able to count and share items proficiently, but it is another thing to know how counting and sharing establish and identify quantity. The aim of the study was to identify which measures of numerical knowledge predict children's success on simple number problems, where counting and set equivalence are at issue. Seventy-two 5-year-olds were given a battery of nine tasks on each of three sessions (at 3-monthly intervals). Tasks measured procedural proficiency, conceptual understanding (using an error-detection paradigm) and the ability to compare sets using number knowledge. Procedural skills remained fairly stable over the 6-month period, and preceded children's ability to detect another's violations to those procedures. Regression analysis revealed that children who are sensitive to procedural errors in another's counting and sharing are more likely to recognize the significance of cardinal numbers for set comparisons. We suggest that although children's conceptual understanding of well-rehearsed routines is often limited, conceptual insight might be achieved by setting tasks that require reflection rather than practice.

Item Type: Article
Journal or Publication Title: British Journal of Developmental Psychology
Additional Information: The field of this paper is arithmetic, education, developmental psychology and focuses on early numeracy. This study examined the roles of sharing and sensitivity to another's counting errors. Regression analysis revealed that children who are sensitive to procedural errors in another's counting and sharing are more likely to recognize the significance of cardinal numbers for set comparisons. We suggest that, although children's conceptual understanding of well-rehearsed routines is often limited, conceptual insight might be achieved by setting tasks that require reflection rather than practice. The data show clearly sharing as a predictor of early numeracy understanding. Its method is experimental & longitudinal and was referred blind by 3 experts. As co-author I had 33% responsibility. RAE_import_type : Journal article RAE_uoa_type : Education
Subjects: L Education > L Education (General)
Departments: Faculty of Science and Technology > Mathematics and Statistics
Faculty of Science and Technology > Psychology
ID Code: 3726
Deposited By: ep_importer
Deposited On: 07 Mar 2008 09:09
Refereed?: Yes
Published?: Published
Last Modified: 09 Oct 2013 15:18
Identification Number:
URI: http://eprints.lancs.ac.uk/id/eprint/3726

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