This volume celebrates the 50th anniversary of the famous and influential work of Jean Piaget and Alina Szeminska, The Child's Conception of Number. It is a tribute to those two authors as well as to the entire Geneva school that pioneered the genetic study of cognitive structures in children. Dealing with the process of the child's construction of the notion of number -- a very important subject for the child as well as for the teacher, the researcher, and the practicing psychologist -- it summarizes the progress that has been made and outlines new research directions in this area. The book is a compilation of the work of the foremost international researchers in this area and includes a wide spectrum of viewpoints and schools of thought. It also introduces several new authors from Europe, including students of Piaget, to the American academic community.
"The extensive reference list and author and subject indices help the reader to locate authors and topics quickly."
—Science Books and Films
"Bideaud provides a fascinating history of the Geneva school, its relationship to 'Anglo-Saxon cognitivism' (information processing), and the significant contributions of Alina Szeminska."
—Journal for Research in Mathematics Education
Contents: J. Bideaud, Introduction. Part I:Encounters with Number and First Acquisitions. C. Sophian, Learning About Numbers: Lessons for Mathematics Education From Preschool Number Development. R. Brissiaud, A Toll for Number Construction: Finger Symbol Sets. S. Parrat-Dayan, J. Von che, Conservation and the Notion of "Half." L.P. Steffe, Learning Stages in the Construction of the Number Sequence. A.J. Baroody, The Development of Preschoolers' Counting Skills and Principles. K.C. Fuson, Relationships Between Counting and Cardinality From Age 2 to Age 8. Part II:Structure of the Numerical Domain. L. Tollefsrud-Anderson, R.L. Campbell, P. Starkey, R.G. Cooper, Jr., Number Conservation: Distinguishing Quantifier from Operator Solutions. R. Gelman, E.B. Meck, Early Principles Aid Initial but Not Later Conceptions of Number. J-P. Fischer, Subitizing: The Discontinuity After Three. M. Fayol, From Number to Numbers in Use: Solving Arithmetic Problems. G. Vergnaud, The Appropriation of the Concept of Number: A Lengthy Process. Part III:Theories and Methods: Critical Approaches. R. Droz, The Multiple Roots of Natural Numbers and Their Multiple Interpretations. X. S ron, G. Deloche, M.P. No l, Number Transcribing by Children: Writing Arabic Numbers Under Dictation. M. Saada-Robert, Understanding the Microgenesis of Number: Sequence Analysis. K.C. Fuson, Y. Kwon, Learning Addition and Subtraction: Effects of Number Words and Other Cultural Tools. Part IV:Difficulties and Remediation. A.J. Baroody, Remedying Common Counting Difficulties. C. Meljac, Conclusion.Some Unforeseen Variants on the Number Construction Scenario. J. Bideaud, Assessment and Perspectives.