Cardinals versus Ordinals: Which Come First?

Autor/inn/en	Jungic, Veselin; Yan, Xiaoheng
Titel	Cardinals versus Ordinals: Which Come First?
Quelle	In: For the Learning of Mathematics, 40 (2020) 1, S.38-41 (4 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0228-0671
Schlagwörter	Number Concepts; Mathematics Instruction; Cognitive Processes; Numbers; Computation; Concept Formation + Suchen Sie Ihr Suchwort? Number concept; Zahlbegriff; Mathematics lessons; Mathematikunterricht; Cognitive process; Kognitiver Prozess; Zahlenraum; Concept learning; Begriffsbildung
Abstract	The aim of this article is to advise readers that natural numbers may be introduced as ordinal numbers or cardinal numbers and that there is an ongoing discussion about which come first. In addition, through several examples, the authors demonstrate that in the process of answering the question "How many?" one may, if convenient, use both ordinals and cardinals and seamlessly switch from one to the other. A substantial body of cognitive science studies on the relative order of acquisition of ordinal and cardinal concepts shows that cardinality precedes ordinality (e.g., Colomé & Noël, 2012; Wiese, 2003). In mathematics education research, more studies focused on cardinal knowledge in children than ordinal competence (e.g., Brannon & Van de Walle, 2001; Coles & Sinclair, 2017). (ERIC).
Anmerkungen	FLM Publishing Association. 382 Education South, University of Alberta, Edmonton, Alberta T6G 2G5, Canada. e-mail: flm2@ualberta.ca; Web site: https://flm-journal.org/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01