Why set-comparison is vital in early number learning

Kevin Muldoon, Charlie Lewis, Norman Freeman

    Research output: Contribution to journalArticle

    11 Citations (Scopus)

    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. © 2009 Elsevier Ltd. All rights reserved.

    Original languageEnglish
    Pages (from-to)203-208
    Number of pages6
    JournalTrends in Cognitive Sciences
    Volume13
    Issue number5
    DOIs
    Publication statusPublished - May 2009

    Fingerprint Dive into the research topics of 'Why set-comparison is vital in early number learning'. Together they form a unique fingerprint.

  • Cite this