The teaching of cardinal and ordinal numbers in Infant Education

Authors

  • Laura Collado Arroyo Zaragoza , Zaragoza

DOI:

https://doi.org/10.24197/edmain.2.2014.67-83

Keywords:

Counting, Cardinal number, Ordinal number, Infant Education, Theory of Didactical Situations, Mathematics

Abstract

Within the framework of Theory of Didactical Situations in Mathematics, we have designed, implemented and assessed two situations for a four year old classroom. These situations were ‘Train Game’ and ‘Invitations and Envelopes Game’. In both cases, counting and the use of natural numbers as ordinals or cardinals is the ideal strategy in order to solve the situation. These are the contents which we want the students to work in a functional and meaningful way due to these characteristics don’t exist in the proposals of textbooks publishers which prevail in most classrooms.

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Published

2021-12-31

Issue

Vol. 3 No. 2 (2014)

Section

End of degree / master projects in Early Childhood Mathematics Education

License

The articles published at Edma 0-6: Childhood Mathematics Education will have a Creative Commons Attribution 4.0 International License (CC BY 4.0).

The journal allows the authors to retain publishing rights. Authors may reprint their articles in other media without having to request authorization, provided they indicate that the article was originally published in Título de la revista.

How to Cite

The teaching of cardinal and ordinal numbers in Infant Education. (2021). Edma 0-6: Educación Matemática En La Infancia, 3(2), 67-83. https://doi.org/10.24197/edmain.2.2014.67-83