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Title: Magnitude representations and counting skills in preschool children
Authors: Batchelor, Sophie
Keeble, Sarah
Gilmore, Camilla K.
Keywords: Counting
Magnitude comparison
Preschool children
Issue Date: 2015
Publisher: © Taylor and Francis
Citation: BATCHELOR, S., KEEBLE, S. and GILMORE, C.K., 2015. Magnitude representations and counting skills in preschool children. Mathematical Thinking and Learning, 17 (2-3), pp.116-135.
Abstract: When children learn to count, they map newly acquired symbolic representations of number onto preexisting nonsymbolic representations. The nature and timing of this mapping is currently unclear. Some researchers have suggested this mapping process helps children understand the cardinal principle of counting, while other evidence suggests that this mapping only occurs once children have cardinality understanding. One difficulty with the current literature is that studies have employed tasks that only indirectly assess children’s nonsymbolic-symbolic mappings. We introduce a task in which preschoolers made magnitude comparisons across representation formats (e.g., dot arrays vs. verbal number), allowing a direct assessment of mapping. We gave this task to 60 children aged 2;7 - 4;10, together with counting and Give-a-Number tasks. We found that some children could map between nonsymbolic quantities and the number words they understood the cardinal meaning of, even if they had yet to grasp the general cardinality principle of counting.
Description: This paper is closed access until 7th November 2016.
Sponsor: This research was supported in part by a British Academy Fellowship awarded to Camilla Gilmore.
Version: Accepted for publication
DOI: 10.1080/10986065.2015.1016811
URI: https://dspace.lboro.ac.uk/2134/17015
Publisher Link: http://dx.doi.org/10.1080/10986065.2015.1016811
Appears in Collections:Closed Access (Mathematics Education Centre)

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