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
Full text not available from this repository.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: | Faculty of Science and Technology > Psychology |
| ID Code: | 55497 |
| Deposited By: | ep_importer_pure |
| Deposited On: | 29 Jun 2012 11:18 |
| Refereed?: | Yes |
| Published?: | Published |
| Last Modified: | 26 Jul 2012 20:39 |
| Identification Number: | |
| URI: | http://eprints.lancs.ac.uk/id/eprint/55497 |
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