Deconstructing South African Grade 1 learners' awareness of number in terms of cardinality, ordinality and relational understandings.

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dc.article.end-page804en_ZA
dc.article.start-page793en_ZA
dc.contributor.authorAskew, M.
dc.contributor.authorVenkat, H.
dc.date.accessioned2022-05-20T08:15:23Z
dc.date.available2022-05-20T08:15:23Z
dc.date.issued2020
dc.description.abstractThe cardinal and ordinal aspects of number have been widely written about as key constructs that need to be brought together in children’s understanding in order for them to appreciate the idea of numerosity. In this paper, we discuss similarities and differences in the ways in which understandings not only of ordinality, cardinality but also additive and multiplicative relations have been theorized. We examine how the connections between these can be considered through a focus on number line representations and children positioning and comparing numbers. The responses of a cohort of South African Grade 1 learners’ (6- and 7-year-olds) to a numerical magnitude estimation task and to a numerical comparison task are analysed and the findings compared to those in the international literature, some of which argue that children’s early, informal, understandings of cardinality and ordinality are underpinned by an intuitive logarithmic model relating number order and size. A main finding presented here is that the responses from learners in this study exhibited a better fit with an exponential model of the relationship between cardinality and ordinality. These findings raise questions about whether some of the findings in previous research are as universal as sometimes claimed.en_ZA
dc.description.librarianMS2022en_ZA
dc.facultyFaculty of Humanitiesen_ZA
dc.funderThis study was funded by First Rand Foundation-National Research Foundation.en_ZA
dc.identifier.citationAskew, M., & Venkat, H. (2020) Deconstructing South African Grade 1 learners’ awareness of number in terms of cardinality, ordinality and relational understandings. ZDM Mathematics Education 52, 793–804.en_ZA
dc.identifier.issnISSN-1863-9690
dc.identifier.urihttps://hdl.handle.net/10539/32911
dc.journal.issue4en_ZA
dc.journal.linkhttps://doi.org/10.1007/s11858-020-01132-2en_ZA
dc.journal.titleZDMen_ZA
dc.journal.volume52en_ZA
dc.language.isoenen_ZA
dc.rights© 2022 Springer Nature Switzerland AG. Part of Springer Nature.en_ZA
dc.schoolWits School of Educationen_ZA
dc.schoolEducation
dc.titleDeconstructing South African Grade 1 learners' awareness of number in terms of cardinality, ordinality and relational understandings.en_ZA
dc.typeArticleen_ZA
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