By David C. Geary
This examine examines number-skills advancements from infancy via youth. It identifies universals in early mathematical improvement and describes how they're expressed in numerous cultures. Cross-national changes in maths success are thought of.
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Additional info for Children's Mathematical Development: Research and Practical Applications
208). In other words, this implicit knowledge focuses the child on numerical features of the environment and places constraints on the types of behaviors that the child uses to gain information about these numerical features. This is not to say that the overt behavior of the child will always be in accord with these principles. A child might fail to use a stable counting order for larger set sizes, for example, because he or she does not understand that the stable-order principle applies to all sets, small and large, or because she or he has not yet memorized enough number words (Fuson, 1988).
Second, the understanding that multidigit numbers represent groups of hundreds, tens, and ones, for example, influences the sophistication of the problem-solving strategies that the child can use to solve complex arithmetic problems. O n e strategy that is based on this knowledge involves a type of regrouping, so that 43 + 24 is solved by adding the tens values together (40 + 20), then the ones values ( 3 + 4), and finally 60 + 7; this strategy is described later in the chapter, under Complex Addition.
From Children‘s Counting and Concepts of Number [p. 1821 by K. C. Fuson, 1988, New York: Springer-Verlag. Copyright 1988 by Springer-Verlag New Yo& Inc. ) understand the significance of the last word tag,fiue in this example, will recount the fingers rather than simply restating “five” (Fuson, 1991). Although most 3- and 4-year-olds recount when asked “how many,” some 3 %-year-old children d o respond to the “how many” question by restating the last word tag (Wynn, 1990). Though suggestive, this in itself does not necessarily indicate that the child has an understanding of cardinality.
Children's Mathematical Development: Research and Practical Applications by David C. Geary