Article ID | Journal | Published Year | Pages | File Type |
---|---|---|---|---|
141902 | Trends in Cognitive Sciences | 2009 | 6 Pages |
Abstract
Cardinal numbers serve two logically complementary functions. They tell us how many things are within a set, and they tell us whether two sets are equivalent or not. Current modelling of counting focuses on the representation of number sufficient for the within-set function; however, such representations are necessary but not sufficient for the equivalence function. We propose that there needs to be some consideration of how the link between counting and set-comparison is achieved during formative years of numeracy. We work through the implications to identify how this crucial change in numerical understanding occurs.
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Authors
Kevin Muldoon, Charlie Lewis, Norman Freeman,