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Educational Psychology

Children's Mathematical Development: Research and Practical by David C. Geary

By David C. Geary

This learn examines number-skills advancements from infancy via formative years. It identifies universals in early mathematical improvement and describes how they're expressed in several cultures. Cross-national changes in maths success are thought of.

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G. Cooper, 1984) show a sensitivity to greuter than and less than and show some understanding of the ordering of the quantities represented by number words. T h e child’s understanding of ordinal relationships between larger numbers probably develops more gradually, as does the use of counting strategies to make ordinal judgments (Fuson, 1988). 22 CHILDREWSMATH~TICAL DEVELOPBENT Measurement Another important use of numbers and ordinal scales, such as rulers, is for measurement. ” So it is not surprising that children would develop strategies for assessing relative quantity, volume, length, and so on (K.

Boysen and G. G. Bemtson, 1989, Journal of Comparative Psychology, 7 03, p- 25. Copyright 1989 by the American Psychological Association. ) the value chosen. After 400 trials, one of the macaques, Abel, selected the larger number on more than 88% of the subsequent trials. The performance of the second macaque, Baker, was not this good but was still better than chance. In a second experiment, the numerals 6 to 9 were introduced. An important feature of this experiment was the presentation of never-before-seen pairs of numerals.

Nearly all 24- to 48-month-olds responded in this manner. Moreover, many but not all of the 18-month- DEVELOPINS ARITHMETICAL SKILLS 41 old children also showed this pattern! The results of this experiment indicate that many 18-month-old children, and nearly all 2-year-olds, understand that addition increases the numerosity of a set, whereas subtraction decreases the numerosity of the set (see also Sophian & Adams, 1987; Starkey & Gelman, 1982). , 1 1 or 2 - 1) but were not accurate for problems with larger numbers.

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