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Counting At Nursery-school and At Primary-school - Toward An Instrument for Diagnostic-assessment

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Grégoire, Jacques [UCL] Van Nieuwenhoven, Catherine [UCL]

For about ten years, new research data have led us to enlarge the Piagetian model of the learning of the concept of number. Research investigations of counting have especially emphasized the importance of some abilities related to the construction of the concept of number. We think these researches should more greatly influence the practice of assessment. But valid tests should be available for psychologists and teachers to appraise the child development of the mastery of counting. For this purpose, we developed a set of tasks on the base of a critical analysis of Gelman and Gallistel counting principles. In a first step of our research, we used these tasks in a large sample of children from the French-speaking community of Belgium. This sample was composed of pupils from the third year of the nursery school (N=439) and from the first year of the primary school (N=103). Some of our results are quite different from those of previous investigations. We observe that many 5-year-old children are far from mastering and to coordinating the counting principles. A significant percent of pupils in the first year of the primary school are in the same situation. The implications of these difficulties for the beginning of the learning of arithmetic are emphasized.

Document type Article de périodique (Journal article) – Article de recherche
Access type Accès restreint
Publication date 1995
Language Anglais
Journal information "European Journal of Psychology of Education" - Vol. 10, no. 1, p. 61-75 (1995)
Peer reviewed yes
Publisher Inst Superior Psicologia Aplicada (Lisboa)
issn 0256-2928
e-issn 1878-5174
Publication status Publié
Affiliation UCL
Keywords ASSESSMENT ; COUNTING ; NUMBER
Links
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Bibliographic reference Grégoire, Jacques ; Van Nieuwenhoven, Catherine. Counting At Nursery-school and At Primary-school - Toward An Instrument for Diagnostic-assessment. In: European Journal of Psychology of Education, Vol. 10, no. 1, p. 61-75 (1995)
Permanent URL http://hdl.handle.net/2078.1/48424