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Article de revue:
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ID no. (ISBN etc.): 00093920
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Clé de citation BibTeX: Hudson1983
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Hudson, T. (1983). Correspondences and numerical differences between disjoint sets. Child Development, 54, pp. 84–90.
Ajoutée par: Sterenn Audo 2008-01-16 14:58:57 Dernièrement modifiée par: Sterenn Audo 2008-01-16 17:19:43
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Résumé
Discusses a study on the understanding of children on correspondences and numerical differences between disjoint sets. Capability of children in establishing correspondences and determining exact numerical differences between disjoint sets; Implications of their poor performance on the standard questions; Observed solution strategy used by children.
Young children s understanding of correspondences and numencal
differences between disjoint sets was studied in a senes of 3 expenments In the first
2 expenments, 64 children between 4 and 8 years of age were shown pairs of sets and were
asked both standard ("How many more birds dian worms are there'") and nonstandard ("How
many birds won t get a worm?' ) numencal difference quesbons The children's observed success
m answermg the Won t Get questions indicates that many young children are skillful at establishing
correspondences and (ktermimng exact numencal differences between disjoint sets, their
poor performance on the standard quesbons apparently reflects a mismterpretation or inadequate
comprehension of comparative construcbons of the general form "How many [comparabve
term] than '' The final expenment, involving 30 addibonal kindergarten
children, dealt with children s solubon strategies m answenng Won't Get quesbons The most
frequendy observed solution strategy was a sophisbcated indirect counbng strategy rather than
a perceptually guided painng strategy Taken together, the present findings restnct the domam
of apphoabihty of the theory that young children are limited to perceptually based forms of
mathemabcal reasomng
Ajoutée par: Sterenn Audo Dernièrement modifiée par: Sterenn Audo
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Idées
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Ajoutée par: Sterenn Audo
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