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Why set-comparison is vital in early number learning

Research output: Contribution to journalScientific review


<mark>Journal publication date</mark>05/2009
<mark>Journal</mark>Trends in Cognitive Sciences
Issue number5
Number of pages6
Pages (from-to)203-208
<mark>Original language</mark>English


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.