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[Acquisition of arithmetic knowledge].

Michel Fayol1

  • 1Université Blaise Pascal, LAPSCO/CNRS, 34 avenue Carnot, 63000 Clermont-Ferrand, France. Michel.Fayol@univ-bpclermont.fr

Medecine Sciences : M/S
|January 17, 2008
PubMed
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This study explores how children develop number counting and arithmetic skills from infancy through elementary school. It examines the acquisition of counting, conceptual knowledge, and problem-solving strategies in early mathematics.

Area of Science:

  • Cognitive Psychology
  • Developmental Psychology
  • Mathematics Education

Context:

  • Early childhood development of numerical cognition.
  • Foundational mathematical understanding in young learners.
  • Research on number sense and arithmetic acquisition.

Purpose:

  • To review contemporary research on early number counting and arithmetic competencies.
  • To outline the developmental trajectory of children's mathematical knowledge.
  • To explain the acquisition of counting and basic arithmetic problem-solving.

Summary:

  • Children's conceptual knowledge of arithmetic evolves significantly from infancy to elementary school.
  • The acquisition and use of counting skills are crucial for developing mathematical abilities.

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  • Young children employ specific strategies to solve simple arithmetic problems, demonstrating emerging number sense.

    • Impact:

    • Informs educational practices for teaching early mathematics.
    • Highlights key developmental milestones in numerical cognition.
    • Provides a foundation for understanding learning difficulties in arithmetic.