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:
Journal Article
Journal or Publication Title:
Trends in Cognitive Sciences
Uncontrolled Keywords:
/dk/atira/pure/researchoutput/libraryofcongress/bf
Subjects:
ID Code:
55497
Deposited By:
Deposited On:
29 Jun 2012 10:18
Refereed?:
Yes
Published?:
Published
Last Modified:
20 Oct 2020 02:03