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Why set-comparison is vital in early number learning

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Why set-comparison is vital in early number learning. / Muldoon, Kevin; Lewis, Charlie; Freeman, Norman.

In: Trends in Cognitive Sciences, Vol. 13, No. 5, 05.2009, p. 203-208.

Research output: Contribution to journalLiterature reviewpeer-review

Harvard

Muldoon, K, Lewis, C & Freeman, N 2009, 'Why set-comparison is vital in early number learning', Trends in Cognitive Sciences, vol. 13, no. 5, pp. 203-208. https://doi.org/10.1016/j.tics.2009.01.010

APA

Muldoon, K., Lewis, C., & Freeman, N. (2009). Why set-comparison is vital in early number learning. Trends in Cognitive Sciences, 13(5), 203-208. https://doi.org/10.1016/j.tics.2009.01.010

Vancouver

Muldoon K, Lewis C, Freeman N. Why set-comparison is vital in early number learning. Trends in Cognitive Sciences. 2009 May;13(5):203-208. https://doi.org/10.1016/j.tics.2009.01.010

Author

Muldoon, Kevin ; Lewis, Charlie ; Freeman, Norman. / Why set-comparison is vital in early number learning. In: Trends in Cognitive Sciences. 2009 ; Vol. 13, No. 5. pp. 203-208.

Bibtex

@article{353459fa6f8147f784abf3c3ca237854,
title = "Why set-comparison is vital in early number learning",
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.",
author = "Kevin Muldoon and Charlie Lewis and Norman Freeman",
year = "2009",
month = may,
doi = "10.1016/j.tics.2009.01.010",
language = "English",
volume = "13",
pages = "203--208",
journal = "Trends in Cognitive Sciences",
issn = "1364-6613",
publisher = "Elsevier Limited",
number = "5",

}

RIS

TY - JOUR

T1 - Why set-comparison is vital in early number learning

AU - Muldoon, Kevin

AU - Lewis, Charlie

AU - Freeman, Norman

PY - 2009/5

Y1 - 2009/5

N2 - 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.

AB - 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.

UR - http://www.scopus.com/inward/record.url?scp=65349151543&partnerID=8YFLogxK

U2 - 10.1016/j.tics.2009.01.010

DO - 10.1016/j.tics.2009.01.010

M3 - Literature review

VL - 13

SP - 203

EP - 208

JO - Trends in Cognitive Sciences

JF - Trends in Cognitive Sciences

SN - 1364-6613

IS - 5

ER -