lecture 8 numeracy Flashcards

1
Q

what are the main skills underlying mathematical abilities

A

understanding that symbols represent magnitude, amount, order
learning to count and learning of arithmetic

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2
Q

how have we established that we have an innate sense of number (rats)

A

rats can distinguish between 2 and 4 light flashes

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3
Q

how have we established that we have an innate sense of number (infants)

A

infants have preverbal knowledge - 10 months detect equality, 14months detect ‘less than’ in habituation (measure looking time after habituated to different quantities)
can distinquish quantity across modality
violation of expectation (wynn)

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4
Q

describe wynn 1992 (violation of expectation)

A
5months -
teddy placed in box with door
screen up 
2nd teddy put into box
remove screen - only 1 teddy - violates infants expectation so look sig longer
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5
Q

problem with wynn violation of expectation study

A

simon et al
explain by knowledge of physical objects in world opposed to numerical understanding - object permanence - suprise because teddy has disappeared

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6
Q

describe simon hespat and rochat improvement study on wynn

A

same paradigm but when reveal

  • 2 teddy (possible)
  • 1 teddy (arithmetically impossible)
  • 1 teddy 1 clown (identity impossible)
  • 1 clown (identity and arithmatically impossible)q
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7
Q

results of simon hespat and rochat

A

look at possible

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8
Q

what is subitising

A

infants have an ability to do simple additive reasoning

can understand number without need to count for small numbers ie up to 3

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9
Q

describe xu spelke and goddard in discrimination of dots

A

infants discriminate between 8 and 16 dots but not between 1 and 2 dots
large no dealt with differently to small - analogue mag rep

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10
Q

what is analogue magnitude representation

A

internal mental representation of continuous quantities
similar to webers law
based on distance between quantities - internal mental representation of numbers on a continuum
therefore number judgement should be ratio sensitive

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11
Q

what is webers law

A

perceptual discrimination depends on similarity of the stimuli intensity
underlying law of perception

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12
Q

describe van oeffelen and vos in study of analogue mag rep

A

adults who must decide if there are 12 dots on a display are less precise when there are 10/11 compared to 4 or 20
- symbolic distance effect which marks analogue coding

ROUGH AND READY CODING OF QUANTITY

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13
Q

does counting guarantee comprehension of number sense

A

no - count to 5 by 3 years but may not realize that it is a tool for comparing quantities

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14
Q

what are counting principles

A
gelman and gallistel 
one to one corresponsence (how to count)
stable order/ordinality (how to count)
cardinality (how to count)
abstraction (applying counting)
order irrelevance (applying counting)
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15
Q

what does piaget argue about understanding of number

A

cannot fully comprehend number until have equivalence of sets - recognise tat quantity of things remain the same across modalities ie 5 children is the same as 5 sweets

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16
Q

define one to one correspondence

A

understand that each item has only one tag - physically/mentally tracking items counted and to be counted, one at a time and recognising they are unrelated to the item themselves

17
Q

problem in one to one correspondence

A

may just be focusing on the rhythm of counting (speed) and not the no items being counted

inaccurate finger pointing used

18
Q

define stable order/ordinality

A

child use same order in different situations - memorising long abstract lists (helped with rhyming/inonation)

19
Q

problem with stable order/ordinality

A

cant do if have not yet commited order to memory
ordinality just order of number names - magnitude requires more than this - not just that 3 comes after to but that 3 represents something greater than 2
lacks deeper understanding of magnitude in number

20
Q

define cardinality

A

understanding that the final number represents the size of the set as a whole
requires understanding last no is final number, relates to quantity and is progresive (from start to finish)

21
Q

problem with cardinality

A

may know the answer but not relate to quantity

cardinality too simplistic- also about the relation between sets of numbers ie that set of 8 > set of 4

22
Q

define abstraction

A

understand that both real and imagines things can be counted
ie events or ideas as well as objects
ie count sheep to go to sleep

23
Q

define order irrelevance

A

doesn’t matter in what order the items are counted
requires understanding of one to one, stable order, cardinality and abstraction
recognize items are things not simple tags of numbers and that tags are temporary
recog order irrelevance doesn’t affect cardinality

24
Q

nativist explanation for number sense

A

2 innate abilities that give rise to number sense:
approx non symbolic no system from birth that allows to make approx judegements about quantity
have inante knowledge of counting principles

gradually more precise but not explain how the approx system develops to do so

25
Q

empiricist explanation of number sense

A

3 ways that infants learn to represent number:
- analogue approx system
- parallel individuation system - children learn by bootstrapping and recognition that number system is related to quantity ie those who know what ‘1’ means have diff knowledge of no compared to thsoe who know what ‘2’ means
- set based quantification
language help in learning number

26
Q

problem with empiricist explanation of number sense

A

emphasises induction and language - children with poor language still show an understandig of larger quantities
bootstrapping as a circular idea - knowledge of number requires an understanding of number - does not identify the mechanism underlying bootstrapping

27
Q

define the interactionist theory of number sense

A

piaget
actions initially reflexes
understanding of relation between quantity based on development of action schemas
representation of an action applied to object
scientist child predicts an outocme based on experienc

2 core insights: 
equivalence of sets (5dogs=5cats), order and class inclusion (hierachy)
28
Q

what is our number system

A
recursive (repetitve throughout)
base 10 (start again at every 10)
29
Q

what is the additive principle

A

up to 100, every number is a decade + no. ie 21 = 20 + 1

30
Q

what is the multiplicative principle

A

for every decade, its a decade x no ie 200 = 100 x 2

31
Q

what does grasping of the additive and multiplicative principle require

A

additive composition of number - any number = total of two other numbers

multiplicative - units can have different values ie 1, 10, 100- each digits value depends on its location

32
Q

how do number systems change across cultures

A

most european irregular up to 100 ie english base 10, french 60+12 = 72
aisan consistent with base 10
other cultures inconsistent names for same numbers but can still differentiate quantities

33
Q

what could explain exceeding maths skills in countries with fewer resources?

A

language may affect ability to count by providing a sense of ordinality

34
Q

describe miura, kim, chang and okamoto - language influence on ability to count

A

compareed 6-7 years in america, china, japan and korea
gave 10 base block and single unit blocks
ask to represent numbers using blocks ie 34
THEN ask for alternative way of representing the same number

35
Q

possible soluitions to miura, kim, chang and okamoto - language influence on ability to count

A

one to one collection - 34 as 34 single blocks
canonical base - 3x10 blocks and 4 single
non canonical base - ie 2x10 blocks and 14 single base

36
Q

findings of miura, kim, chang and okamoto

A

Asian children prefer use of construction of tens and ones to represent two-digit numbers.
American children preferred to use a collection of units.
more Asian children than American children able to
construct numbers in two different ways, which suggested “greater flexibility of mental number manipulation”

37
Q

describe vasilyeva et al 2015 language on number

A

compare korean, taiwan, american and russian children 5-6 year olds on tiowse paradigm

no diff between lang groups on use of 10 base strategies but difference on instrictuional condition - all found large numbers more difficult