What Counts? Sources of Knowledge in Children's Acquisition of the Successor Function

Autor/inn/en	Schneider, Rose M.; Sullivan, Jessica; Guo, Kaiqi; Barner, David
Titel	What Counts? Sources of Knowledge in Children's Acquisition of the Successor Function
Quelle	In: Child Development, 92 (2021) 4, (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Schneider, Rose M.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0009-3920
DOI	10.1111/cdev.13524
Schlagwörter	Computation; Number Concepts; Young Children; Arithmetic; Addition; Learning Processes + Suchen Sie Ihr Suchwort? Number concept; Zahlbegriff; Frühe Kindheit; Addition; Arithmetik; Arithmetikunterricht; Rechnen; Learning process; Lernprozess
Abstract	Although many U.S. children can count sets by 4 years, it is not until 5½--6 years that they understand how counting relates to number--that is, that adding 1 to a set necessitates counting up one number. This study examined two knowledge sources that 3½- to 6-year-olds (N = 136) may leverage to acquire this "successor function": (a) mastery of productive rules governing count list generation; and (b) training with "+1" math facts. Both productive counting and "+1" math facts were related to understanding that adding 1 to sets entails counting up one number in the count list; however, even children with robust successor knowledge struggled with its arithmetic expression, suggesting they do not generalize the successor function from "+1" math facts. (As Provided).
Anmerkungen	Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01