id: 06675823
dt: a
an:
au: Margolinas, Claire; Wozniak, Floriane; Rivière, Olivier
ti: Enumeration: counting difficulties are not always related to numbers.
so: Phillipson, Sivanes (ed.) et al., Engaging families as children’s first
mathematics educators. International perspectives. Singapore: Springer
(ISBN 978-981-10-2551-8/hbk; 978-981-10-2553-2/ebook). Early
Mathematics Learning and Development, 47-63 (2017).
py: 2017
pu: Singapore: Springer
la: EN
cc: F21 D71
ut: counting; enumeration; organisation; numbers; theory of didactical
situations
ci:
li: doi:10.1007/978-981-10-2553-2_4
ab: Summary: When parents and educators think about numeracy and how to help
children’s use of number, they often try to help them to memorise the
numbers in order and to ask them to count how many objects are present.
This is certainly useful in order to attain the level of numeracy which
is important at school, but it is not sufficient. Parents and educators
generally pay little attention to the way in which the objects are
pointed to in order to give the right number. This chapter will focus
on this aspect of numeracy that has been named “enumeration” by
researchers in mathematics education.
rv: