Mapping the Acquisition of the Number Word Sequence in the First Year of School

Autor/in	Gould, Peter
Titel	Mapping the Acquisition of the Number Word Sequence in the First Year of School
Quelle	In: Mathematics Education Research Journal, 29 (2017) 1, S.93-112 (20 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Gould, Peter)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1033-2170
DOI	10.1007/s13394-017-0192-8
Schlagwörter	Computation; Longitudinal Studies; Numbers; Number Concepts; Mathematics Education; Kindergarten; Elementary School Mathematics; Elementary School Students; Foreign Countries; Australia + Suchen Sie Ihr Suchwort? Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Zahlenraum; Number concept; Zahlbegriff; Mathematische Bildung; Elementare Mathematik; Schulmathematik; Ausland; Australien
Abstract	Learning to count and to produce the correct sequence of number words in English is not a simple process. In NSW government schools taking part in "Early Action for Success", over 800 students in each of the first 3 years of school were assessed every 5 weeks over the school year to determine the highest correct oral count they could produce. Rather than displaying a steady increase in the accurate sequence of the number words produced, the kindergarten data reported here identified clear, substantial hurdles in the acquisition of the counting sequence. The large-scale, longitudinal data also provided evidence of learning to count through the teens being facilitated by the semi-regular structure of the number words in English. Instead of occurring as hurdles to starting the next counting sequence, number words corresponding to some multiples of ten (10, 20 and 100) acted as if they were rest points. These rest points appear to be artefacts of how the counting sequence is acquired. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01