{"id":{"repo_id":"uiuc","oai_identifier":"oai:www.ideals.illinois.edu:2142/65940"},"canonical_url":"https://search.dev.ndltd.org/etd/uiuc/oai:www.ideals.illinois.edu:2142/65940","repository":{"repo_id":"uiuc","name":"University of Illinois - Urbana-Champaign","base_url":"https://www.ideals.illinois.edu/oai-pmh"},"display":{"title":"Clinical Studies of Counting Problems With Primary School Children","abstract":"\"Interviews with five primary school children were selected from over 200 videotaped interviews and were analyzed to discover children's conceptions of counting. Using various complex counting tasks, the clinical interviews focused on place value, addition, subtraction, and multiplication. Five counting principles proposed by Gelman and Gallistel (1978) and three additional principles proposed by the author gave focus to children's counting tactics. Easley (1974) provided a diagramatic form for constructing explanations of the children's counting behavior. Children's counting and other schemas were inferred and interpreted in terms of children's understandings of counting. It was found that most children's counting is a process and often has little relationship to numerosity. Children's process schemas were separate from quantity schemas. Each of them operated at different times to solve counting problems. Children counted but didn't find the answer to \"\"How many?\"\"\"","abstract_html":""Interviews with five primary school children were selected from over 200 videotaped interviews and were analyzed to discover children's conceptions of counting. Using various complex counting tasks, the clinical interviews focused on place value, addition, subtraction, and multiplication. Five counting principles proposed by Gelman and Gallistel (1978) and three additional principles proposed by the author gave focus to children's counting tactics. Easley (1974) provided a diagramatic form for constructing explanations of the children's counting behavior. Children's counting and other schemas were inferred and interpreted in terms of children's understandings of counting. It was found that most children's counting is a process and often has little relationship to numerosity. Children's process schemas were separate from quantity schemas. Each of them operated at different times to solve counting problems. Children counted but didn't find the answer to ""How many?"""","abstract_has_math":false,"creators":["Stake, Bernadine Evans"],"institution":"University of Illinois at Urbana-Champaign","degree_name":"Educat.D.","degree_level":"Dissertation","degree_discipline":"Education","degree_department":null,"school":null,"contributors":[],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2014,"date_issued":"2014-12-12T19:56:34Z","date_published":"2014-12-12T19:56:34Z","updated_at":"2026-07-22T22:25:55Z","subjects":["Education, Mathematics"],"languages":["eng"],"rights":[],"rights_urls":[],"identifier_entries":[{"key":"dc:identifier","label":"Identifier","values":["(UMI)AAI8017991"],"render_values":[{"text":"(UMI)AAI8017991","href":null,"code":true}]}]},"links":{"outbound_url":"http://hdl.handle.net/2142/65940","outbound_label":"Handle","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:creator","label":"Author","values":["Stake, Bernadine Evans"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date","label":"Dc Date","values":["2014-12-12T19:56:34Z","10000-01-01","1980"]},{"key":"dc:relation","label":"Dc Relation","values":["ISBN: 978-0-578-19993-1"]},{"key":"dc:type","label":"Dc Type","values":["text"]},{"key":"thesis:degree_discipline","label":"Discipline","values":["Education"]},{"key":"thesis:degree_level","label":"Degree Level","values":["Dissertation"]},{"key":"thesis:degree_name","label":"Degree Name","values":["Educat.D."]},{"key":"thesis:institution_name","label":"Thesis Institution Name","values":["University of Illinois at Urbana-Champaign"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["Education, Mathematics"]}]},{"id":"language_rights","label":"Language and Rights","entries":[{"key":"dc:language","label":"Dc Language","values":["eng"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier","label":"Identifier","values":["(UMI)AAI8017991","http://hdl.handle.net/2142/65940"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description","label":"Description","values":["\"Interviews with five primary school children were selected from over 200 videotaped interviews and were analyzed to discover children's conceptions of counting. Using various complex counting tasks, the clinical interviews focused on place value, addition, subtraction, and multiplication. Five counting principles proposed by Gelman and Gallistel (1978) and three additional principles proposed by the author gave focus to children's counting tactics. Easley (1974) provided a diagramatic form for constructing explanations of the children's counting behavior. Children's counting and other schemas were inferred and interpreted in terms of children's understandings of counting. It was found that most children's counting is a process and often has little relationship to numerosity. Children's process schemas were separate from quantity schemas. Each of them operated at different times to solve counting problems. Children counted but didn't find the answer to \"\"How many?\"\"\"","Made available in DSpace on 2014-12-12T19:56:34Z (GMT). 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Using various complex counting tasks, the clinical interviews focused on place value, addition, subtraction, and multiplication. Five counting principles proposed by Gelman and Gallistel (1978) and three additional principles proposed by the author gave focus to children's counting tactics. Easley (1974) provided a diagramatic form for constructing explanations of the children's counting behavior. Children's counting and other schemas were inferred and interpreted in terms of children's understandings of counting. It was found that most children's counting is a process and often has little relationship to numerosity. Children's process schemas were separate from quantity schemas. Each of them operated at different times to solve counting problems. Children counted but didn't find the answer to \"\"How many?\"\"\"","Made available in DSpace on 2014-12-12T19:56:34Z (GMT). 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