Why set-comparison is vital in early number learning.
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.
Muldoon
Kevin
K
School of Life Sciences, Heriot Watt University, Edinburgh, EH14 4AS, UK. k.muldoon@hw.ac.uk
Lewis
Charlie
C
Freeman
Norman
N
D001288:Attention; D002648:Child; D002657:Child Development; D002675:Child, Preschool; D032882:Comprehension; D003210:Concept Formation; D004193:Discrimination Learning; D006801:Humans; D007858:Learning; D055641:Mathematical Concepts; D008960:Models, Psychological; D011340:Problem Solving