Children's Perception of Structures When Determining Cardinality of Sets--Results of an Eye-Tracking Study with 5-Year-Old Children

Autor/inn/en	Sprenger, Priska; Benz, Christiane
Titel	Children's Perception of Structures When Determining Cardinality of Sets--Results of an Eye-Tracking Study with 5-Year-Old Children
Quelle	In: ZDM: The International Journal on Mathematics Education, 52 (2020) 4, S.753-765 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Sprenger, Priska)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1863-9690
DOI	10.1007/s11858-020-01137-x
Schlagwörter	Preschool Children; Mathematics Education; Mathematics Skills; Cognitive Processes; Number Concepts; Eye Movements; Visual Perception + Suchen Sie Ihr Suchwort? Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Mathematische Bildung; Mathmatics achievement; Mathematics ability; Mathematische Kompetenz; Cognitive process; Kognitiver Prozess; Number concept; Zahlbegriff; Augenbewegung; Visuelle Wahrnehmung
Abstract	The ability to perceive structures in sets and to use them to determine cardinality is one important basis for arithmetical learning. This study is based on a theoretical model that distinguishes between the two processes of perception and determination. A total of 95 5-year-old children were interviewed individually to find out whether and how children of this age perceive structures in a visually presented set and whether and how they use these structures to determine the cardinality of the set. To gain insights into the invisible process of perception, eye-tracking was used. Known structures, such as the pattern of a dice-four, seem to play a role in these processes. With the help of an analyzing process consisting of three different types of data, final interpretations were generated that suggest that 5-year-old children can already perceive structures and use them to determine cardinalities. There also seem to be children who are already aware of a structure, but cannot use it to determine the cardinality. This leads to the conclusion that perception and use of structures are possible elements for early mathematical education at this age. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01