Book Review: Click Clack 123 (Cronin & Lewin, 2010) (original) (raw)
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Mathematical Thinking and Learning, 2020
Although the complexity of children's number learning is recognized, trade books about number have been treated as a simple, undifferentiated set. This analysis of 186 children's books, however, categorized a distinct subset of books about number as counting books. These counting books were complex with regard to portrayal of counting sequences, explicitness of counting, and degree of rationality. The analysis yielded the multi-dimensional Counting Book Typology, which revealed nuanced ways counting books accurately portray numerical ideas as well as ways books could mislead young readers. The typology could aid researchers investigating how children learn with books to focus study design decisions on particular mathematics content features, which would clarify and strengthen resulting implications. Furthermore, this study revealed the need for more such conceptual tools to advance theorizing about learning math with children's books, which has been missing in research and practice.
Developing an Instrument to Assess the Number Sense of Young Children
This paper reports on an initial Australian trial of one module, relating to Counting, of an instrument developed in collaboration with a team at the Universiti Sains Malaysia (USM). The instrument consists of four modules assessing various aspects of number sense and applicable to children across grades one to three. The results of the trial revealed some interesting insights into the number sense of the children involved as well as raising a number of possibilities regarding the further enhancement and potential usefulness of the instrument. There appears to be merit in developing English versions applicable in the Australian context, of the remaining three modules.
Improving the Ability to Count the Early Childhood Through Congklak Game
This research is Muhammadiyah's kindergarten Simabur . Data collection is done by doing observation or observation, interview, and documentation to complete data of research object. In this study also uses simple statistics to help find out the data. This research includes: (1) planning, (2) implementation, (3) observation, (4) reflection. The results showed that learning counting through playing congklak in group B conducted in two cycles as a whole classroom action research can run smoothly, and there is a positive change in the ability to count learners. The ability to count learners from the initial observation of 47, 05% in the first cycle to 61.76% and in the second cycle increased again to 79.41%. So the overall ability to count up by 32, 36% with the category being high.
Taking it to the classroom: Number board games as a small
2012
We examined whether a theoretically based number board game could be translated into a practical classroom activity that improves Head Start children's numerical knowledge. Playing the number board game as a small group learning activity promoted low-income children's number line estimation, magnitude comparison, numeral identification, and counting. Improvements were also found when a paraprofessional from the children's classroom played the game with the children. Observations of the game-playing sessions revealed that paraprofessionals adapted the feedback they provided to individual children's improving numerical knowledge over the game-playing sessions and that children remained engaged in the board game play after multiple sessions. These findings suggest that the linear number board game can be used effectively in the classroom context.
How counting represents number: What children must learn and when they learn it
Cognition, 2008
This study compared 2- to 4-year-olds who understand how counting works (cardinal-principle-knowers) to those who do not (subset-knowers), in order to better characterize the knowledge itself. New results are that (1) Many children answer the question “how many” with the last word used in counting, despite not understanding how counting works; (2) Only children who have mastered the cardinal principle, or are just short of doing so, understand that adding objects to a set means moving forward in the numeral list whereas subtracting objects mean going backward; and finally (3) Only cardinal-principle-knowers understand that adding exactly 1 object to a set means moving forward exactly 1 word in the list, whereas subset-knowers do not understand the unit of change.
The Great Adventure That is counting
The Book Review , 2005
A review of the books `The Universal History of Numbers (Volumes I, II and III)' by Georges Irfah Volume I: The World’s First Number Systems Volume II: The Modern Number System Volume III: The Computer and the Information Revolution
Tech review: Game platform for upgrading counting ability on preschool children
2013 International Conference on Information Technology and Electrical Engineering (ICITEE), 2013
One of difficulties in learning mathematics (counting) can be overcome by providing a relaxed and fun learning for preschoolers. Games can be used as an alternative solution. This study was conducted as a pilot project for reviewing the Kodu, Unity 3D and Construct 2 game platform for this purpose. The method used is the classification, review/evaluation, prototyping and analysis. Tech Review of these game platforms will be discussed as a result in this paper.
In young children's counting, procedures precede principles
Educational Psychology Review, 1991
A substantial body of data on young children's counting is now available. Portions of these data can be explained by social context interpretations, such as those advanced by Elbers, but other parts of the data cannot be. The most urgent need is for models that illuminate how primitive conceptual understanding of cardinality and ordinality contributes to learning of counting procedures, and how experience with the counting procedures, in turn, enriches children's conceptual understanding.