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Developmental relations between notational counting and number conservation.

G B Saxe

    Child Development
    |March 1, 1979
    PubMed
    Summary

    Children develop quantitative counting skills before number conservation. This sequence holds even for learning-disabled children with atypical counting development, suggesting a foundational role for counting strategies.

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    Area of Science:

    • Cognitive Development
    • Child Psychology
    • Mathematics Education

    Background:

    • Understanding the relationship between counting skills and number conservation is crucial for early math development.
    • Existing models propose varying sequences for the development of these core numerical abilities.

    Purpose of the Study:

    • To investigate the developmental sequence between using counting as a notational system and acquiring number conservation.
    • To examine this relationship in both typically developing children and those with learning disabilities.

    Main Methods:

    • Study 1: Administered notational-counting and number-conservation tasks to 4-6 year olds.
    • Study 2: Assessed 7-9 year old learning-disabled children with atypical counting skills on the same tasks.

    Main Results:

    • Children develop quantitative counting strategies before number conservation concepts.
    • Learning-disabled children who conserved number also used quantitative counting, though sometimes inaccurately.

    Conclusions:

    • Quantitative counting strategies appear to precede number conservation development.
    • This suggests an alternative model for the relationship between counting and number conservation, emphasizing early strategy development.

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