Deconstructing South African Grade 1 Learners' Awareness of Number in Terms of Cardinality, Ordinality and Relational Understandings

Autor/inn/en	Askew, Mike; Venkat, Hamsa
Titel	Deconstructing South African Grade 1 Learners' Awareness of Number in Terms of Cardinality, Ordinality and Relational Understandings
Quelle	In: ZDM: The International Journal on Mathematics Education, 52 (2020) 4, S.793-804 (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Askew, Mike)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1863-9690
DOI	10.1007/s11858-020-01132-2
Schlagwörter	Foreign Countries; Elementary School Students; Grade 1; Mathematical Concepts; Number Concepts; Computation; Concept Formation; South Africa + Suchen Sie Ihr Suchwort? Ausland; School year 01; 1. Schuljahr; Schuljahr 01; Number concept; Zahlbegriff; Concept learning; Begriffsbildung; Südafrika; Süd-Afrika; Republik Südafrika; Südafrikanische Republik
Abstract	The cardinal and ordinal aspects of number have been widely written about as key constructs that need to be brought together in children's understanding in order for them to appreciate the idea of numerosity. In this paper, we discuss similarities and differences in the ways in which understandings not only of ordinality, cardinality but also additive and multiplicative relations have been theorized. We examine how the connections between these can be considered through a focus on number line representations and children positioning and comparing numbers. The responses of a cohort of South African Grade 1 learners' (6- and 7-year-olds) to a numerical magnitude estimation task and to a numerical comparison task are analysed and the findings compared to those in the international literature, some of which argue that children's early, informal, understandings of cardinality and ordinality are underpinned by an intuitive logarithmic model relating number order and size. A main finding presented here is that the responses from learners in this study exhibited a better fit with an exponential model of the relationship between cardinality and ordinality. These findings raise questions about whether some of the findings in previous research are as universal as sometimes claimed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01