A study of the numerical development of 5-year-olds and 6-year-olds

Forty-one Australian children were interviewed at the beginning, middle and end of a school year. The children were selected from three classes, one a class of 5-year-olds, a second a class of 6-year-olds and from the same school, and a third also a class of 5-year-olds but from a school serving a community considered to be higher in socio-economic terms than that of the first mentioned school. Five models, one based on the theories of Steffeet al., and two adapted from Fuson's study of children's elaboration of number word sequences were used to profile each child's numerical development over the school year. Significant mismatches between children's numerical development and typical curricula are described and changes to current practice recommended. Relationships between the theories of Steffe and Fuson are developed and the study's findings are compared with Young-Loveridge's study of similar focus in New Zealand.

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