Catalogo Articoli (Spogli Riviste)

OPAC HELP

Titolo:
PRESCHOOLERS COUNTING AND SHARING
Autore:
PEPPER KL; HUNTING RP;
Indirizzi:
DONBURN PRIMARY SCH,COLCHESTER DR DONCASTER VIC 3102 AUSTRALIA E CAROLINA UNIV,DEPT MATH GREENVILLE NC 27858
Titolo Testata:
Journal for research in mathematics education
fascicolo: 2, volume: 29, anno: 1998,
pagine: 164 - 183
SICI:
0021-8251(1998)29:2<164:PCAS>2.0.ZU;2-L
Fonte:
ISI
Lingua:
ENG
Soggetto:
ORDER-IRRELEVANCE PRINCIPLE; YOUNG-CHILDREN; SKILL;
Keywords:
EARLY NUMBER LEARNING; PRESCHOOL/PRIMARY; EARLY CHILDHOOD; WHOLE NUMBERS; FRACTIONS; CLINICAL INTERVIEWS;
Tipo documento:
Article
Natura:
Periodico
Settore Disciplinare:
Physical, Chemical & Earth Sciences
Citazioni:
39
Recensione:
Indirizzi per estratti:
Citazione:
K.L. Pepper e R.P. Hunting, "PRESCHOOLERS COUNTING AND SHARING", Journal for research in mathematics education, 29(2), 1998, pp. 164-183

Abstract

Both counting and sharing require action on discrete elements, entailing the logic of one-to-one correspondence. How counting and sharing relate to one another was the focus of an experiment conducted to examine strategies preschool children used to subdivide items. We designed tasks in which applications of counting skills, of visual cues such assubitizing, and of informal measurement skills were made more difficult. Children exhibited alternative strategies, suggesting use of a recipient as a mental cycle marker and an adjacent recipient strategy, with pauses between allocations suggesting a re-presentation of lots corresponding to the number of recipients. Results supported the view that dealing competence does not relate directly to counting skill.

ASDD Area Sistemi Dipartimentali e Documentali, Università di Bologna, Catalogo delle riviste ed altri periodici
Documento generato il 21/09/20 alle ore 15:49:07