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ERIC Number: EJ918537
Record Type: Journal
Publication Date: 2011-Apr
Pages: 17
Abstractor: As Provided
Reference Count: 62
ISBN: N/A
ISSN: ISSN-0013-1954
The Origin of Counting: A Study of the Early Meaning of "One", "Two" and "Three" among Basque- and Spanish-Speaking Children
Villarroel, Jose Domingo; Minon, Margarita; Nuno, Teresa
Educational Studies in Mathematics, v76 n3 p345-361 Apr 2011
This study examines the beginning of the conceptual understanding of the first number-words and what role language can play in developing the notion of numbers. To that end, 2 1/2- and 3 1/2-year-old Basque and Spanish monolingual children's (N = 131) basic numeracy skills are analysed by means of two different experimental procedures: "Give-N" (in which children are requested to gather sets of objects) and "How-Many" (based on the ability to count collections). The paper accounts for differences as regards the performance in the "Give-N" procedure between children with different linguistic backgrounds. In accordance with previous research, this finding can be related to the dissimilar ways by which languages (Basque and Spanish, in this case) express grammatical number, supporting the idea that language plays a definite role in the emergence of the earliest set-size meanings of "one," "two," and "three" number-words. Eventually, the work attempts to contribute to the growing body of evidence that shows that the meaning of the count-list appears from mapping numerals onto numerical cognitive representations produced by early core systems of numbers.
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 - Evaluative
Education Level: Early Childhood Education; Preschool Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A