Ordinality, neuro-science and the early learning of number.

Research output: Contribution to conferenceConference Paperpeer-review

Abstract

Throughout the twentieth century there was debate as to the primacy of ordinality or cardinality in the development of the concept of number. Psychological experiments have largely given way to neuro-science in deciding this issue. There are results suggesting students’ awareness of symbol-symbol relations is the best predictor of future mathematical attainment, which could be interpreted as meaning ordinality is the key awareness. This report draws on evidence from a recent project in primary schools in the UK that took an ordinal approach to learning number. One suggestion arising from this work is the potential educational power of a pedagogy based on developing an awareness of mathematical structure.
Original languageEnglish
Publication statusPublished - 2014
EventThirty-eighth Annual Conference of the International Group for the Psychology of Mathematics Education (PME38) - University of British Columbia, Vancouver, Canada
Duration: 16 Jul 201421 Jul 2014

Conference

ConferenceThirty-eighth Annual Conference of the International Group for the Psychology of Mathematics Education (PME38)
CountryCanada
CityVancouver
Period16/07/1421/07/14

Keywords

  • ordinality
  • neuroscience
  • early number

Fingerprint Dive into the research topics of 'Ordinality, neuro-science and the early learning of number.'. Together they form a unique fingerprint.

Cite this