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^"permissions":^"read":ӶӺ,"update":ӶӺ,"delete":ӶӺ,"admin":ӶӺ°,"user":^"id":6,"name":"Sarah Oberbichler"°,"id":"Rvq4gz5end","ranges":Ӷ^"start":"/divӶ3Ӻ/divӶ4Ӻ/divӶ1Ӻ/pӶ3Ӻ","startOffset":1165,"end":"/divӶ3Ӻ/divӶ4Ӻ/divӶ1Ӻ/pӶ3Ӻ/supӶ2Ӻ/aӶ1Ӻ","endOffset":3°Ӻ,"quote":"Even if that expectation is fulfilled by many children, the fact that some fulfill it slowly and others not at all, raises the question of how one could specify more precisely what it is that has to be done. \nTwo earlier papers from our research group dealt with some aspects of that question. The first presented an analysis of counting types that explicated the development of the ability to count abstract unit items that may have been derived from, but are no longer dependent on, sensorimotor material (Steffe, Richards, & von Glasersfeld, 1979), the second a theoretical model for the abstract conceptual structures called “unit” and “number” (von Glasersfeld, 1981 a). \nIn the pages that follow I shall focus on the phenomenon of “subitizing” which has been known a long time but was usually treated as an oddity that is at best marginal in the acquisition of numerical skills.Ӷ3Ӻ Steffe’s large-scale investigations of children’s progress towards arithmetic competence, however, strongly suggest that perceptual recognition and subsequent representation of small lots up to four or five elements play an indispensable role in the development of arithmetic operations (Steffe, von Glasersfeld, Richards & Cobb, in prep.).Ӷ4Ӻ","highlights":Ӷ^"jQuery3210451839212681144462":^°°,^"jQuery3210451839212681144462":^°°,^"jQuery3210451839212681144462":^°°,^"jQuery3210451839212681144462":^°°,^"jQuery3210451839212681144462":^°°Ӻ,"text":"","order":"mw-content-text","category":"WissenschaftlicheReferenz2","data_creacio":1595584560520°
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