Pathways to Number: Children's Developing Numerical Abilities

Pathways to Number: Children's Developing Numerical Abilities

Pathways to Number: Children's Developing Numerical Abilities

Pathways to Number: Children's Developing Numerical Abilities

Synopsis

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.

Excerpt

Jacqueline Bideaud Université Charles de Gaulle, Lille III

In 1941, now half a century ago, La Genèse du Nombre by Jean Piaget and Alina Szeminska was published by Delachaux and Niestlé (Neuchâtel, Switzerland). The work was of obvious importance. It was the first time a coherent theoretical explanation for the developmental construction of number, based on rigorous observation, had been put forward. It was the first time that Piaget's already abundant list of publications contained an experimental study of concrete operations founded on the ingenious tasks that were destined to become the famous and now classic "Piagetian" tasks. It was also the first time that a formal model of the cognitive structures thought to underpin behavior observed during these tasks and their outcomes was formulated in terms of subjects' logico-mathematical groupings of operations or interiorized actions. Interest in La Genèse du Nombre has never waned, despite (or perhaps due to) both criticism on the theoretical level and new empirical data. This testifies to the extraordinary richness of both the tasks themselves and their interpretation. It would be impossible to inventory the total number of studies that have used either the standard forms or variants on the small numerical set conservation task, the rod seriation task, or the famous inclusion question, either to challenge operational theory or to confirm it. Pathways to Number attempts to continue this tradition.

Yet, 50 years after La Genèse du Nombre, why bring out Pathways to Number? One single and self-sufficient reason is to honor Piaget and Szeminska and, via these two authors, to pay tribute to the Geneva school as a whole--in particular,Barbel Inhelder who co-authored Le Développement des Quantités chez l'Enfant withPiaget (1961), which also appeared in 1941. For nearly three- quarters of a century the Geneva school has been a mecca of cognitive development, and an unparalleled meeting place of the minds, which has fostered inter-

Search by... Author
Show... All Results Primary Sources Peer-reviewed

Oops!

An unknown error has occurred. Please click the button below to reload the page. If the problem persists, please try again in a little while.