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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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.

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Journal Article
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Trends in Cognitive Sciences
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29 Jun 2012 10:18
Last Modified:
21 Nov 2022 22:28