Developmental Differences in Children's Understanding of Number Word Conventions

Children’s understandings of counting: Detection of errors and pseudoerrors by kindergarten and primary school children

“…The latter works seem to confirm Briars and Siegler's affirmation that the process of differentiating essential and nonessential characteristics of counting starts at 3 years of age and does not end at 5 years. Thus, some authors have sought to extend this analysis to children in the primary grades (e.g., Geary, Bow-Thomas, & Yao, 1992;Geary, Hamson, & Hoard, 2000;Kamawar et al, 2010;LeFevre et al, 2006;Saxe, Becker, Sadeghpour, & Sicilian, 1989). Nevertheless, the data from these investigations are not conclusive.…”

Transfer of Learning Across Cultural Practices

“…From prior research, we know that when kindergartners are presented with tasks requiring them to consider denominational units, they often respond as if they conceptualized all tokens as having the same value (Kamii, 1986;Saxe, Becker, Sadeghpour, & Sicilian, 1989;Strauss, 1954). With age, children shift to respecting the denominational structure of the representational systems, although the character of this shift is not well understood.…”

The Attainments of Pupils with Severe Learning Difficulties on a Simple Counting and Error Detection Task

“…For a variety of reasons they may be unable to demonstrate their understanding, or conversely, they may be able to carry out the task perfectly but have no conception of why they must count in this way. An alternative approach that has been used with both pre-schoolers (Briars & Siegler, 1984;Gelman & Meck, 1983;Saxe et al, 1989;Frye et al, 1989) and children with severe learning difficulties (Porter, 1993) is to ask pupils to judge the counting of others-thus removing the procedural demands of the task. A study by Caycho et aI.…”