Literaturnachweis - Detailanzeige
| Autor/inn/en | Fuson, Karen C.; und weitere |
|---|---|
| Titel | Effects of Counting and Matching on Conservation of Number. |
| Quelle | (1980), (11 Seiten)
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| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Monographie |
| Schlagwörter | Algorithms; Cognitive Development; Cognitive Measurement; Conservation (Concept); Early Childhood Education; Learning Theories; Logic; Mathematical Concepts; Mathematics Education; Number Concepts; Young Children |
| Abstract | Forty-five children aged four-and-a-half to five-and-a-half years old were given number conservation tasks in three conditions: (1) a count condition in which children were helped to count each set after the transformation; (2) a match condition in which children were helped to connect by a string each animal with its peanut; and (3) the standard condition in which no help was given. On the first task, the percentage of children giving judgments of equivalence differed significantly across conditions (69%, 80%, and 14%, for the count, match, and standard conditions). Furthermore, all of the children who began with the count condition sustained conservation responses when subsequently presented the task under standard conditions, while only some of the children who began with the match condition did so. These results indicate that imposed empirical strategies different from those generally reported (visual-perceptual and Piagetian transformational strategies) will lead preoperational children to make judgments of equivalence and that, once used, the counting strategy (at least) evidently is adopted spontaneously by the children for subsequent problems of the same type. (Author) |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
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