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ERIC Number: EJ782850
Record Type: Journal
Publication Date: 2008-Feb
Pages: 15
Abstractor: Author
Reference Count: 33
ISSN: ISSN-0300-4430
Cardinal Number and Its Representation: Skills, Concepts and Contexts
Rogers, Jennifer P.
Early Child Development and Care, v178 n2 p211-225 Feb 2008
Surprisingly little is known about the extent of children's knowledge about number beyond their ability to recite, read and write numbers and count quantities of objects. There is little information on the extent to which children are aware of how number is used in their everyday environment or of how much they gain from such early exposure. The extent to which current curriculum frameworks build upon early number knowledge and provide early experience of practical problem-solving is also unknown. Comparative research was carried out with children in the period before they begin their formal education. The findings suggest that young children may not be equipped with the concepts essential for representing number in the domains of counting and cardinality. The results have implications for early years curricula to ensure a secure base on which to successfully teach number operations and problem-solving. (Contains 9 tables.)
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site:
Publication Type: Journal Articles; Reports - Evaluative
Education Level: Preschool Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Japan; Sweden; United Kingdom (England)