Training effects on the development and generalization of Piagetian logical operations and knowledge of number.

Abstract

Investigated the effects of 2 training sequences on the development of logical operations and number in 45 middle-class preschool children (mean age 4 yrs 6 mo). Ss were randomly assigned and trained for 8 wks in 1 of 3 conditions: logical foundations (classification and seriation), number skills (counting), and control. Each of the experimental treatments was based on either of 2 broad perspectives: the logical foundations model of Piagetian theorists or a skills integration model. Instruments measuring number abilities and logical operations were designed as pre- and posttest measures. Findings show that (a) both experimental groups significantly outperformed the control group on both tests, (b) the number skills group significantly outperformed the logical foundations group on the number test, and (c) there was no significant difference between the experimental groups on the logical operations test.

Enhancing young children's arithmetic skills through non-intensive, computerised kindergarten interventions: A randomised controlled study

“…Clements' study (1984) already revealed that classification and seriation were effective compared to the control condition, but that counting intervention had the highest power. In addition, Clements andSarama (2007, 2009) developed and demonstrated the effectiveness of the 'Building Blocks' mathematics curriculum for young children. Number activities, such as counting, number recognition and number comparison, were specifically taught in a 26-week instructional program.…”

A Kindergarten Number-Sense Intervention With Contrasting Practice Conditions for Low-Achieving Children

“…For example, knowing the next number in a count helps children see how much “one more” is, and knowing the order of the count sequence allows them to find the greater of two numbers (Clements, 1984). Children must learn to enumerate objects to determine cardinality or how many are in the collection, which depends on knowledge of one-to-one correspondence and the stable order principle (Gelman & Gallistel, 1978).…”

Mathematics and Transition to School

“…Clements (1984) classified alternative models for number concept development that deliberately included early counting skills (Resnick 1983) as skills integrations models. assumed that the development of number concept builds on logical operations based on pre-number activities such as classification, seriation and number conservation.…”