Children's developing numerical notations: The impact of input display, numerical size and operational complexity

This paper addresses the emergence of children's early use of numerical notation. Children's notations for different forms of numerical input were investigated and the development of these forms is described. Eighty children, 3.0-5.8, recorded the results of a throw of a die in a game. Numerosities were represented with digits or dots on the die. Data were analysed in terms of the accuracy of the children's notations, the different types of notations created and the relationships between oral and written responses. The data suggest that numerical notations are a functional instrument for children early in development.