Cardinal Number and Its Representation: Skills, Concepts and Contexts

Autor/in	Rogers, Jennifer P.
Titel	Cardinal Number and Its Representation: Skills, Concepts and Contexts
Quelle	In: Early Child Development and Care, 178 (2008) 2, S.211-225 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0300-4430
Schlagwörter	Problem Solving; Arithmetic; Numeracy; Number Concepts; Mathematics Instruction; Preschool Children; Computation; Foreign Countries; Mathematics Skills; Cross Cultural Studies; Age Differences; Japan; Sweden; United Kingdom (England) + Suchen Sie Ihr Suchwort? Problemlösen; Addition; Arithmetik; Arithmetikunterricht; Rechnen; Rechenkompetenz; Number concept; Zahlbegriff; Mathematics lessons; Mathematikunterricht; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Ausland; Mathmatics achievement; Mathematics ability; Mathematische Kompetenz; Cultural comparison; Kulturvergleich; Age; Difference; Age difference; Altersunterschied; Schweden
Abstract	Surprisingly little is known about the extent of children's knowledge about number beyond their ability to recite, read and write numbers and count quantities of objects. There is little information on the extent to which children are aware of how number is used in their everyday environment or of how much they gain from such early exposure. The extent to which current curriculum frameworks build upon early number knowledge and provide early experience of practical problem-solving is also unknown. Comparative research was carried out with children in the period before they begin their formal education. The findings suggest that young children may not be equipped with the concepts essential for representing number in the domains of counting and cardinality. The results have implications for early years curricula to ensure a secure base on which to successfully teach number operations and problem-solving. (Contains 9 tables.) (Author).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals/default.html
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10