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Why set-comparison is vital in early number learning

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 1364-6613

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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
Journal or Publication Title: Trends in Cognitive Sciences
Subjects: B Philosophy. Psychology. Religion > BF Psychology
Departments: UNSPECIFIED
ID Code: 55497
Deposited By: ep_importer_pure
Deposited On: 29 Jun 2012 11:18
Refereed?: Yes
Published?: Published
Last Modified: 23 Jul 2014 15:00
Identification Number:
URI: http://eprints.lancs.ac.uk/id/eprint/55497

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