Mapping the acquisition of the number word sequence in the first year of school

2017 ◽  
Vol 29 (1) ◽  
pp. 93-112 ◽  
Author(s):  
Peter Gould
Keyword(s):  
Number Word ◽  
First Year ◽  
Word Sequence

Brief Report: The Development of the Number-Word Sequence in the Counting of Three-Year-Olds

1983 ◽  
Vol 14 (5) ◽  
pp. 361-368
Author(s):  
Arthur J. Baroody ◽  
Joyce Price
Keyword(s):  
Number Word ◽  
Formal Schooling ◽  
Word Sequence ◽  
Object Counting

Even before formal schooling begins, there are significant developments in children's counting ability (e.g., Baroody & Ginsburg, 1982; Fuson & Hall, 1983; Gelman & Gallistel, 1978; Ginsburg, 1982; Schaeffer, Eggleston, & Scott, 1974). The child begins to learn the number-word sequence (rote counting) and then uses this sequence to count sets (object counting). Recently, some resea rchers (e.g., Briars & Siegler, 1981; Fuson & Hall, 1983; Wagner & Walters, 1982) have questioned Gelman and Gallistel's (1978) assertion that these two counting abilities are governed by (implicit) principles.

The Development of the Number-Word Sequence in the Counting of Three-Year-Olds

1983 ◽  
Vol 14 (5) ◽  
pp. 361 ◽  
Author(s):  
Arthur J. Baroody ◽  
Joyce Price
Keyword(s):  
Number Word ◽  
Word Sequence

scholarly journals Assessing early numeracy: Significance, trends, nomenclature, context, key topics, learning framework and assessment tasks

2013 ◽  
Vol 3 (2) ◽  
pp. 20 ◽  
Author(s):  
Robert J Wright
Keyword(s):  
Place Value ◽  
Number Word ◽  
Early Numeracy ◽  
Learning Framework ◽  
Word Sequence ◽  
Novel Approach ◽  
Assessment Tasks ◽  
Key Topics

This article describes a comprehensive and novel approach to assessment in early numeracy. Topics include the significance of early numeracy, developing a nomenclature for early numeracy, and describing the context for the development of this approach to assessment. The largely unrealised importance of numerals and numeral sequences in early numeracy, the significance of counting and its distinction from saying a number word sequence, the important topics of structuring numbers in the range 1 to 20 and conceptual place value, the Learning Framework in Number and its use in profiling children’s early numeracy knowledge, and important assessment tasks are explored.

Review: Consensus, More or Less

1989 ◽  
Vol 20 (1) ◽  
pp. 111-119
Author(s):  
Douglas H. Clements
Keyword(s):  
Cognitive Psychology ◽  
Mathematics Education ◽  
Second Graders ◽  
Cutting Edge ◽  
Number Word ◽  
Number Concepts ◽  
Research Programs ◽  
Word Sequence ◽  
Approaches To Study

These books are the result of two impressive research programs in the area of early counting and number concepts, conducted by researchers who have dedicated a large number of years to this endeavor. Steffe and Cobb used a constructivist, case-study paradigm to investigate the development of ftrst and second graders' counting structures, including the meaning they gave to their counting and the strategies they used to find sums and differences. Fuson generally employed crosssectional and interview approaches to study changes in the number word sequence, correspondence errors, and concepts of cardinality of children from 2 to 8 years of age. Both projects reaffirm that work in this area lies at the cutting edge of research in both mathematics education and educational/cognitive psychology.

Reflections on the first year of dental teaching

1971 ◽  
Vol 35 (1) ◽  
pp. 23-24
Author(s):  
JW Lowe
Keyword(s):  
First Year

Changes in role perceptions by first-year dental students

1977 ◽  
Vol 41 (8) ◽  
pp. 507-510 ◽  
Author(s):  
AC Rosen ◽  
M Marcus ◽  
N Johnson
Keyword(s):  
Dental Students ◽  
First Year ◽  
Role Perceptions
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