Posted by: Alexandre Borovik | November 11, 2010

Surprise, surprise

Surprise, surprise:

The amount of time parents spend talking about numbers has a much bigger impact on how young children learn mathematics than was previously known, researchers at the University of Chicago have found.

For example, children whose parents talked more about numbers were much more likely to understand the cardinal number principle–which states that the size of a set of objects is determined by the last number reached when counting the set (e.g., a set of 10 items is larger than a set of seven items).

Source: New Research Finds Number Talk Is Important Before Preschool, National Science Foundation.  Original research:

By Levine, Susan C.; Suriyakham, Linda Whealton; Rowe, Meredith L.; Huttenlocher, Janellen; Gunderson, Elizabeth A.
Developmental Psychology, Vol 46(5), Sep 2010, 1309-1319. 

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