Research output: Contribution to Journal/Magazine › Literature review › peer-review
<mark>Journal publication date</mark> | 05/2009 |
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<mark>Journal</mark> | Trends in Cognitive Sciences |
Issue number | 5 |
Volume | 13 |
Number of pages | 6 |
Pages (from-to) | 203-208 |
Publication Status | Published |
<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.