Muldoon, Kevin and Lewis, Charlie and Freeman, Norman (2009) Why set-comparison is vital in early number learning. Trends in Cognitive Sciences, 13 (5). pp. 203-208. ISSN 1364-6613Full text not available from this repository.
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.
|Journal or Publication Title:||Trends in Cognitive Sciences|
|Subjects:||B Philosophy. Psychology. Religion > BF Psychology|
|Departments:||Faculty of Science and Technology > Psychology|
|Deposited On:||29 Jun 2012 11:18|
|Last Modified:||07 Jan 2015 17:33|
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