Muldoon Kevin, Lewis Charlie, Freeman Norman
School of Life Sciences, Heriot Watt University, Edinburgh, EH14 4AS, UK.
Trends Cogn Sci. 2009 May;13(5):203-8. doi: 10.1016/j.tics.2009.01.010. Epub 2009 Apr 15.
Cardinal numbers serve two logically complementary functions. They tell us how many things are within a set, and they tell us whether two sets are equivalent or not. Current modelling of counting focuses on the representation of number sufficient for the within-set function; however, such representations are necessary but not sufficient for the equivalence function. We propose that there needs to be some consideration of how the link between counting and set-comparison is achieved during formative years of numeracy. We work through the implications to identify how this crucial change in numerical understanding occurs.
基数具有两个逻辑上互补的功能。它们告诉我们一个集合中有多少事物，并且它们告诉我们两个集合是否相等。当前对计数的建模侧重于足以实现集合内功能的数字表示；然而，这种表示对于等价功能来说是必要的，但并不充分。我们认为，在算术能力形成的几年中，需要对计数与集合比较之间的联系是如何建立的进行一些思考。我们通过探讨其影响来确定这种对数字理解的关键变化是如何发生的。
