Abstract
In this chapter we describe children’s acquisition and elaboration of the sequence of counting words from its beginnings around age two up to its general extension to the base ten system notions beyond one hundred (around age eight). This development occurs, in our view, in two distinct, though overlapping, phases: an initial acquisition phase of learning the conventional sequence of number words and an elaboration phase, during which this sequence is decomposed into separate words and relations upon these pieces and words are established. During acquisition, the sequence begins to be used for counting objects. Near the end of the elaborative phase, the words in the sequence themselves become items which are counted for arithmetic and relational purposes.
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Fuson, K.C., Richards, J., Briars, D.J. (1982). The Acquisition and Elaboration of the Number Word Sequence. In: Brainerd, C.J. (eds) Children’s Logical and Mathematical Cognition. Springer Series in Cognitive Development. Springer, New York, NY. https://doi.org/10.1007/978-1-4613-9466-2_2
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DOI: https://doi.org/10.1007/978-1-4613-9466-2_2
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