Learning to represent exact numbers.
This article focuses on how young children acquire concepts for exact, cardinal numbers (e.g., three, seven, two hundred, etc.). I believe that exact numbers are a conceptual structure that was invented by people, and that most children acquire gradually, over a period of months or years during earl...
| Published in: | Synthese Vol. 198; pp. 1001 - 1019 |
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| Format: | Article |
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Springer Nature
Mar2021 Supplement 5
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| Online Access: | View this record in EBSCOhost |
| fields | @attributes: recordID: 1 pdfLink: plink: https://search.ebscohost.com/login.aspx?direct=true&db=hlh&AN=149550152&site=ehost-live header: @attributes: shortDbName: hlh uiTerm: 149550152 longDbName: Humanities International Complete uiTag: AN controlInfo: bkinfo: jinfo: jid: 00397857 4LI jtl: Synthese issn: 00397857 maglogo: N pubinfo: dt: Mar2021 Supplement 5 vid: 198 pid: 237 pub: Springer Nature artinfo: ui: 149550152 10.1007/s11229-015-0854-6 ppf: 1001 ppct: 18 formats: fmt: @attributes: type: P size: 501KB tig: atl: Learning to represent exact numbers. aug: au: Sarnecka, Barbara W. affil: Department of Cognitive Sciences, University of California, Irvine, 2203 Social and Behavioral Sciences Gateway, 92697-5100, Irvine, CA, USA su: Conceptual structures Cardinal numbers Number systems Learning Cupcakes sug: subj: Conceptual structures Cardinal numbers Number systems Learning Cupcakes keyword: ANS Bootstrapping Cardinality Children Concepts Conceptual change Conceptual development Counting CP-knower Early childhood Education Exact equality Interventions Math Number Number-knower levels Numbers Preschool SES Subset-knower Successor Young children ab: This article focuses on how young children acquire concepts for exact, cardinal numbers (e.g., three, seven, two hundred, etc.). I believe that exact numbers are a conceptual structure that was invented by people, and that most children acquire gradually, over a period of months or years during early childhood. This article reviews studies that explore children's number knowledge at various points during this acquisition process. Most of these studies were done in my own lab, and assume the theoretical framework proposed by Carey (The origin of concepts, 2009). In this framework, the counting list ('one,' 'two,' 'three,' etc.) and the counting routine (i.e., reciting the list and pointing to objects, one at a time) form a placeholder structure. Over time, the placeholder structure is gradually filled in with meaning to become a conceptual structure that allows the child to represent exact numbers (e.g., There are 24 children in my class, so I need to bring 24 cupcakes for the party.) A number system is a socially shared, structured set of symbols that pose a learning challenge for children. But once children have acquired a number system, it allows them to represent information (i.e., large, exact cardinal values) that they had no way of representing before. pubtype: Academic Journal doctype: Article src: R language: English refInfo: copyright: @attributes: flag: Y custom: Synthese is a copyright of Springer, 2021. All Rights Reserved. item: Synthese holder: Springer Nature dt: @attributes: year: 2021 holdings: @attributes: islocal: N |
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