Home|Journals|Articles by Year|Audio Abstracts
 

Research Article

EEO. 2014; 13(1): 146-154


Turkish First Graders’ Use of Cardinality and Related Concepts in Problem Situations

Sinan OLKUN, Melis YEŞİLPINAR, Sevil KIŞLA.




Abstract

The aim of this study was to examine the number knowledge, the development of counting principles and the use of counting as a strategy in different problem situations in first grade primary school students. Participants were 129 first graders from different schools. Data were collected through a measurement tool prepared by researchers and consisted of 12 questions used previously in similar research. The results showed that questions which require generating sets of objects and using the predecessor-successor function of numbers are more difficult for students than “how many” type questions. Furthermore, it was found that the cardinality principle was less developed compared to other skills. It was concluded that knowledge and skills related to counting were improved with age. Implications for the education of newly schooled children were discussed. Key Words: Mathematics education, counting principles, cardinality.

Key words: Mathematics education, counting principles, cardinality






Full-text options


Share this Article


Online Article Submission
• ejmanager.com




ejPort - eJManager.com
Refer & Earn
JournalList
About BiblioMed
License Information
Terms & Conditions
Privacy Policy
Contact Us

The articles in Bibliomed are open access articles licensed under Creative Commons Attribution 4.0 International License (CC BY), which permits use, sharing, adaptation, distribution and reproduction in any medium or format, as long as you give appropriate credit to the original author(s) and the source, provide a link to the Creative Commons licence, and indicate if changes were made. To view a copy of this licence, visit http://creativecommons.org/licenses/by/4.0/.