Zero -- An Uncommon Number: Preschoolers' Conceptual Understanding of Zero

Autor/inn/en	Hartmann, Julia; Herzog, Moritz; Fritz, Annemarie
Titel	Zero -- An Uncommon Number: Preschoolers' Conceptual Understanding of Zero
Quelle	In: International Electronic Journal of Elementary Education, 14 (2022) 3, S.353-361 (9 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Zusatzinformation	ORCID (Hartmann, Julia) ORCID (Herzog, Moritz) ORCID (Fritz, Annemarie)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1307-9298
Schlagwörter	Preschool Children; Number Concepts; Computation; Concept Formation; Preschool Education; Foreign Countries; Knowledge Level; Germany + Suchen Sie Ihr Suchwort? Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Number concept; Zahlbegriff; Concept learning; Begriffsbildung; Ausland; Wissensbasis; Deutschland
Abstract	The conceptual development of natural number in preschoolers is well-researched. However, less is known about the conceptual development of zero. Recent studies suggest that children develop an understanding of zero after learning to count. It remains unclear, when a conceptual understanding of "zero" as number word for an empty set emerges. This paper integrates numerical and language theories about how, where and when the concept of zero is formed and is integrated into the class of natural numbers. The counting skills of 107 preschoolers were assessed for the number range between zero and eight as well as for their ordinal understanding of zero. The results show that compared to the natural numbers, zero was substantially more difficult. Children are able to list zero in a number word sequence (0, 1, 2, 3 .... or 3, 2, 1, 0), but were unable to describe a set as having zero numbers. This latter conception contradicts findings regarding natural numbers, in that an empty set is counter intuitive. Zero could be correctly placed when consecutive order was required, but addition and subtraction by counting was more difficult. The results suggest that the conceptual development of zero differs qualitatively from the natural numbers. Based on the results, the ordinal understanding of zero as a predecessor to one, together with its matching linguistic concepts is proposed to be the key to the conceptual development of zero. (As Provided).
Anmerkungen	International Electronic Journal of Elementary Education. T&K Akademic Rosendalsvein 45, Oslo 1166, Norway. e-mail: iejee@iejee.com; Web site: https://www.iejee.com/index.php/IEJEE/index
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01