| Autor: |
Simon, Martin A., Della Volpe, Daniela, Velamur, Arundhati |
| Předmět: |
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| Zdroj: |
Mathematical Thinking & Learning; Oct-Dec2023, Vol. 25 Issue 4, p465-480, 16p |
| Abstrakt: |
Development of the cardinality principle, an understanding that the last number-word recited in counting a collection of items specifies the number of items in that collection, is a critical milestone in developing a concept of number. Researchers in early number development have endeavored to theorize its development. Here we critique two widely respected hypotheses that explain cardinality-principle development as building on young learners' ability to subitize small numbers. These hypotheses consider subitizing to be the basis of cardinality-principle development. We argue that there is a qualitative and significant difference between subitizing and the cardinality principle and that the explanation provided are insufficient to account for a change of this magnitude. We then propose a conjecture intended to better explain this change. The conjecture describes counting as the medium for a series of reflective abstractions leading to the cardinality principle. [ABSTRACT FROM AUTHOR] |
| Databáze: |
Complementary Index |
| Externí odkaz: |
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