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.
School of Life Sciences, Heriot Watt University, Edinburgh, EH14 4AS, UK. k.muldoon@hw.ac.uk
Kevin
K
Muldoon
Charlie
C
Lewis
Norman
N
Freeman
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