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Direct linkBermejo, Vicente; Morales, Soledad; deOsuna, Jenny Garcia – Learning and Instruction, 2004
In this study, we use children's prior knowledge to support their development of cardinality understanding, based on Bermejo's (1996) model of cardinality understanding and on the distinction between cardinality (the number of items in a set is represented by a number-word) and the cardinality principle (the last number-word used in counting…
Descriptors: Prior Learning, Number Concepts, Computation, Child Development
Peer reviewedHartnett, Patrice; Gelman, Rochel – Learning and Instruction, 1998
Two studies involving 110 and 91 children aged 5 to 7 years show that children's knowledge of counting and addition facilitated their acquisition of a concept not taught in school, that every number has a natural successor (Successor Principle). Even the oldest children could not rank order correctly numbers that contained fractional notations.…
Descriptors: Addition, Age Differences, Computation, Concept Formation
