We have over 12,000 students, from over 100 countries, within one of the safest campuses in the UK
94% of Lancaster students go into work or further study within six months of graduating
Why set-comparison is vital in early number learning
Research output: Contribution to journal › Scientific review
Published
| Journal publication date | 05/2009 |
|---|---|
| Journal | Trends in Cognitive Sciences |
| Journal number | 5 |
| Volume | 13 |
| Number of pages | 6 |
| Pages | 203-208 |
| Original language | English |
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.