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Perceiving and Using Structures When Determining the Cardinality of Sets: A Child’s Learning Story

  • Priska SprengerEmail author
  • Christiane Benz
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Abstract

Research claims that structures play an important role in numerous models for number and arithmetic concept development. This constitutes one reason to think about possibilities to support the perception and use of structures in early childhood education. In this study, one child’s learning story in perceiving and using structures to determine the cardinality of a set of objects will be described. The child took part in a study with a pre-, post-, and follow-up design and was part of an interventional group where games focusing on structures were played. After analyzing the learning story, it must be stated that the child changed his way of perceiving structures in sets and using structures to determine the cardinality.

Keywords

Structural perception Structural determination Eye-tracking Numerical development Fostering arithmetic competences 

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Copyright information

© Springer Nature Switzerland AG 2020

Authors and Affiliations

  1. 1.University of Education KarlsruheKarlsruheGermany

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