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ERIC Number: EJ1132842
Record Type: Journal
Publication Date: 2017-Mar
Pages: 20
Abstractor: As Provided
Reference Count: 37
ISBN: N/A
ISSN: ISSN-1033-2170
Mapping the Acquisition of the Number Word Sequence in the First Year of School
Gould, Peter
Mathematics Education Research Journal, v29 n1 p93-112 Mar 2017
Learning to count and to produce the correct sequence of number words in English is not a simple process. In NSW government schools taking part in "Early Action for Success", over 800 students in each of the first 3 years of school were assessed every 5 weeks over the school year to determine the highest correct oral count they could produce. Rather than displaying a steady increase in the accurate sequence of the number words produced, the kindergarten data reported here identified clear, substantial hurdles in the acquisition of the counting sequence. The large-scale, longitudinal data also provided evidence of learning to count through the teens being facilitated by the semi-regular structure of the number words in English. Instead of occurring as hurdles to starting the next counting sequence, number words corresponding to some multiples of ten (10, 20 and 100) acted as if they were rest points. These rest points appear to be artefacts of how the counting sequence is acquired.
Springer. 233 Spring Street, New York, NY 10013. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-348-4505; e-mail: service-ny@springer.com; Web site: http://www.springerlink.com
Publication Type: Journal Articles; Reports - Research
Education Level: Kindergarten; Primary Education; Early Childhood Education; Elementary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Australia