Individual Differences in Numerical Abilities in Preschoolers

Autor/in	Dowker, Ann
Titel	Individual Differences in Numerical Abilities in Preschoolers
Quelle	In: Developmental Science, 11 (2008) 5, S.650-654 (5 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1363-755X
DOI	10.1111/j.1467-7687.2008.00713.x
Schlagwörter	Individual Differences; Number Concepts; Subtraction; Preschool Children; Numeracy; Mathematics Skills; Foreign Countries; Arithmetic; Computation; Child Development; United Kingdom + Suchen Sie Ihr Suchwort? Individueller Unterschied; Number concept; Zahlbegriff; Subtraktion; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Rechenkompetenz; Mathmatics achievement; Mathematics ability; Mathematische Kompetenz; Ausland; Addition; Arithmetik; Arithmetikunterricht; Rechnen; Kindesentwicklung; Großbritannien
Abstract	This study investigated "individual differences" in different aspects of early number concepts in preschoolers. Eighty 4-year-olds from Oxford nursery classes took part. They were tested on accuracy of counting sets of objects; the cardinal word principle; the order irrelevance principle; and predicting the results of repeated addition and subtraction by 1 from a set of objects. There were marked individual differences for most tasks. Most children were reasonably proficient at counting and 70% understood the cardinal word principle. Based on the results of a repeated addition and subtraction by 1 task, the children were divided into three approximately equal groups: those who were already able to use an internalized counting sequence for the simplest forms of addition and subtraction; those who relied on a repeated "counting-all" procedure for such tasks; and those who were as yet unable to cope with such tasks. In each group, significant relationships between some, but not all, of the numerical tasks were found. However, for almost any two tasks, it was possible to find individuals who could carry out either one of the tasks but not the other. Thus, even before formal instruction, arithmetical cognition is not unitary but is made up of many components. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10