How To Diagnose The Thinking Of Cardinal Number To Children Of 3, 4 And 5 Years?

Abstract

https://journals.indexcopernicus.com/representative/article/create?issueId=A battery of tasks is presented to diagnose the logical thinking of the cardinal number in students aged 3 to 7 years. We intend to make known some scales of measurement that diagnose the students according to different ages. The diagnosis in schoolchildren aged 3 to 7 years will be made according to periods of six months and attending to a type task that entails the mathematical logical scheme of cardinal number. For each age period there is a task, in all of them, given a set, the school must answer the question "how many are there?", And reciprocally, given a number the child must determine a set whose cardinal is the given number. In the periods of age of 3 and 4 years it is considered an evolved counting strategy. In the periods corresponding to 3 years, the numbers that appear in the tasks do not exceed 5, in the first period of 4 years do not exceed 10, in the second they reach 20, they are numbers corresponding to the second decade. For 5 and 6 years the most evolved strategy is the progressive count. In the first 5-year period the numbers do not go from 10, in the second period up to 20. For 6 years, first with numbers up to 50 and then any number up to 100. For each age period, the corresponding task consists of an initial situation that the child must solve. Through the study of the strategy used in its resolution will be made the diagnosis. If the strategy is evolved the task corresponding to the next period of age is passed to evaluate the real age in relation to the cardinal knowledge of the school. If the student is not able to solve this initial situation, an analysis of the errors is made and through that the appropriate previous period is decided, presenting the task corresponding to that period, then, if the child is able of correctly realizing the initial situation of the task corresponding to that period, it analyzes the strategy that has followed for the resolution and through it the diagnosis is made.

Authors and Affiliations

Catalina María Fernández Escalona

Keywords

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  • EP ID EP405996
  • DOI -
  • Views 65
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How To Cite

Catalina María Fernández Escalona (2017). How To Diagnose The Thinking Of Cardinal Number To Children Of 3, 4 And 5 Years?. International Journal of Humanities and Social Science Invention, 6(10), 65-74. https://europub.co.uk./articles/-A-405996