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Baroody 1983 J Research in Mathematics Education

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Baroody AJ, Price J (1983) The development of number–word sequence in the counting of three-year-olds. J Research in Mathematics Education 14:361-8.

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Baroody AJ, Price J (1983) J Research in Mathematics Education

Abstract: Even before schooling begins, there are significant developments in children's counting ability. The child begins to learn the number-word sequence (rote counting) and then uses this sequence to count sets (object counting). .. According to Gelman and Gallistel (1978), a one-one principle underlies children's ability to count objects: "In enumerating a set, one and only one [number-sequence word] must be assigned to each item in a set" (p. 90). Their evidence indicated that, although not always performing flawlessly, children as young as 2 1/2 tend to "tag" each item of a set only once - thereby honouring the one-one principle. .. In summary, half of the subjects {four girls} exhibited behavior that was consistent with underlying stable-oder and uniqueness principles. The data suggest that these are relatively sophisticated counting principles. This it meay be helpful to provide some preschoolers explicit guidelines concerning the principles (e.g. "When we count things, we must be sure to use a new number for each thing we point to"). However, some preschoolers may discover the principles for themselves, and their refusal to continue a count beyond their means should be taken as a sign of achievement and purpose, not laziness, timidity, or willfulness.

Bioblast editor: Gnaiger E


Count, Number