Unformatted text preview: each set.
Type-1 representation was found mainly among the 4-year-olds, and Types
5 and 6 were found mostly among those older than 5 and a half. Types 3 and 4
(one-to-one correspondence) were most frequently found in the middle of the
age range, at about the time children become conservers. It must be noted that
there are no clear-cut levels in this development, as half of the children used
more than one type of representation.
A significant finding is that many children who used only Types 1, 2, or 3
were perfectly able to write “3,” “4,” and so on, when asked “Can you write ‘three’
[then ‘four’ and so onl?” The question that arises is: Why did they not write the
numerals they knew?
Our answer to this question is that children represent their ideas about
reality and not reality itself (Piaget, 1977). When they saw 3 balls, for example,
some children thought about them as “a bunch” or "more than one” and made
a Type-1 representation. Others thought “balls” and made a Type-2 represen...
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- Spring '14
- Writing, Numeral system, Table of mathematical symbols, theoretical foundation