Research output: Contribution to Journal/Magazine › Literature review › peer-review
Research output: Contribution to Journal/Magazine › Literature review › peer-review
}
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 -