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Representation Reading ECI 314 Early Childhoodhood Mathematics

Sinclair siegrist and sinclair 1983 individually

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Unformatted text preview: s at different levels of abstraction. The children were asked to represent on paper groups of objects that were in front of them. Sinclair, Siegrist, and Sinclair (1983) individually interviewed 4-, 5-, and 6-year-olds in a kindergarten and day-care center in Geneva, Switzerland, where no formal academic instruction had been given. There were 15 children in each age group, making a total of 45. The interviewers used up to 8 identical objects such as pencils, small rubber balls, and toy cars. Presenting the child with 3 small rubber balls, for example, as well as a pencil and paper, the interviewer asked, “Could you put down what is on the table?” This request was carefully worded to avoid using terms such as “how many” and “number” that would have suggested quantification. After giving several similar items (2 balls and 5 houses, for example), the researchers asked the child, “Could you write ‘three’ [then ‘four,’ ‘four houses,’ and so on]?” The purpose of this request wa...
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