¿QUÉ ES IMPORTANTE PARA CONTAR BIEN? UN ESTUDIO LONGITUDINAL SOBRE LA COMPRENSIÓN DE LAS NORMAS CONVENCIONALES DEL CONTEO

  1. Ana Escudero 2
  2. Mª Oliva Lago 1
  3. Purificación Rodríguez 1
  4. Cristina Dopico 1
  5. Irene Solbes 1
  1. 1 Universidad Complutense de Madrid
    info

    Universidad Complutense de Madrid

    Madrid, España

    ROR 02p0gd045

  2. 2 Universidad de Valladolid
    info

    Universidad de Valladolid

    Valladolid, España

    ROR https://ror.org/01fvbaw18

Proceedings:
Proceedings of 4th International Congress of Educational Sciences and Development

Publisher: ICESD

ISBN: ISBN: 978-84-697-2779-9

Year of publication: 2016

Pages: 44-48

Type: Conference paper

GOOGLE SCHOLAR

Abstract

In this study we conducted a longitudinal assessment of children’s understanding of logical and conventional rules of counting. 47 kindergartners were tested on two occasions at 12 monthly intervals. An additional third follow-up was made with 24 of them. Children were presented a detection task with a computer program that involved erroneous counts, conventional correct counts and unconventional correct counts or pseudoerrors. They were individually interviewed and always had to justify their answers. The results showed that: (a) erroneous counts were easier to recognize than pseudoerrors and, (b) the ability to detect pseudoerrors showed a linear trend with a slow rate of change. Moreover, the analysis of children’s justifications showed that temporal adjacency and spatial adjacency were the conventional rules underlying the majority of incorrect responses in all measurement occasions. It seems that the comprehension of logical and conventional rules of counting follow different developmental paces.