Review of psychology, Vol. 18 No. 2, 2011.
Original scientific paper
Children’s understanding of quantitative and non-quantitative transformations of a set
Ana Stojanov
; Faculty of Education (Psychology and Education route), University of Cambridge, Cambridge, UK
Abstract
Children’s understanding of the transformation of a set needed for a change of the number was examined with help of the transform-set task. Based on previous studies it was assumed that the subset knowers will be outperformed by the cardinality principle knowers in both quantitative and non-quantitative transformations when the number in question was large, but both groups will perform equally well when the number in question was small. The results showed that there was no difference between the groups on large number quantitative change, but there was for small number quantitative change. Qualitative analysis sheds light on children’s understanding of the nonquantitative transformations of a set as well as on their understanding of reversibility of an operation. These findings might suggest a better approach to teaching children addition and subtraction.
Keywords
quantitative transformation of a set; non-quantitative transformation of a set; counting; subset knowers; cardinality principle knowers
Hrčak ID:
81458
URI
Publication date:
20.12.2011.
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